Contents: Writing Academic Goals, Strategies, and Action Steps Website and eCIP The CIP Worksheet Writing Academic Goals Writing Action Steps, Benchmarks, etc., using a Sample Worksheet Reminders When Writing Your CIP Website for resources

SAMPLE PLANS Alabama State Dept. of Education Continuous Improvement

Writing Academic Goals, Strategies and Action Steps The Heart of an Effective Plan A new teacher, a student, a parent – your faculty – anyone could understand what you plan to do to make your school more successful just by reading the plan

Short name of Goal: Description of Goal: Data Results on Which Goal is Based Target Grade Level: Target Content Area : AAI: Target Subgroup(s): COS Standards: The goal can be taken from your Where You Are sheets The results are taken from needs assessment) COS standards not mastered this year and over time should be listed What research based strategy and actions will be used to improve academic performance? S1. Strategy Name: Description of Strategy: Strategy name is the abbreviated version of the descriptive strategy What research based actions will be used to improve student academic performance?. AS1. Action Step Name: Description of Action Step: ACTION STEPS  When possible, think sequence  Action steps should include Who? What? When?  Take the action steps down to the student How will progress for the action step be measured? Benchmarks: What kind of evidence can we collect or observe that indicates that the action step is completed or taking place? Evidence – Documentation BoxEvidence – Walk Through Will we see it in an evidence box or in a walk through or both? What will we see? How will the school provide timely assistance if action step does not change performance? Interventions: This info will be moved up to the Intervention box under the Strategy Name What resource and specific expenditures will be needed for successful implementation of this action step? Resources: This info will be moved up to the Intervention box under Interventions Looking down the row, does the faculty need any PD in order for this action step to be successful? Professional Development: This info will be used for PD page

Short name of Goal: Description of Goal: Data Results on Which Goal is Based Target Grade Level: Target Content Area : AAI: Target Subgroup(s): COS Standards: The goal can be taken from your Where You Are sheets The results are taken from needs assessment) COS standards not mastered this year and over time should be listed What research based strategy and actions will be used to improve academic performance? S1. Strategy Name: Description of Strategy: Strategy name is the abbreviated version of the descriptive strategy What research based actions will be used to improve student academic performance?. AS1. Action Step Name: Description of Action Step: ACTION STEPS  When possible, think sequence  Action steps should include Who? What? When?  Take the action steps down to the student How will progress for the action step be measured? Benchmarks: What kind of evidence can we collect or observe that indicates that the action step is completed or taking place? Evidence – Documentation BoxEvidence – Walk Through Will we see it in an evidence box or in a walk through or both? What will we see? How will the school provide timely assistance if action step does not change performance? Interventions: This info will be moved up to the Intervention box under the Strategy Name What resource and specific expenditures will be needed for successful implementation of this action step? Resources: This info will be moved up to the Intervention box under Interventions Looking down the row, does the faculty need any PD in order for this action step to be successful? Professional Development: This info will be used for PD page

Short name of Goal: Description of Goal: Data Results on Which Goal is Based Target Grade Level: Target Content Area : AAI: Target Subgroup(s): COS Standards: The goal can be taken from your Where You Are sheets The results are taken from needs assessment) COS standards not mastered this year and over time should be listed What research based strategy and actions will be used to improve academic performance? S1. Strategy Name: Description of Strategy: Strategy name is the abbreviated version of the descriptive strategy What research based actions will be used to improve student academic performance?. AS1. Action Step Name: Description of Action Step: ACTION STEPS  When possible, think sequence  Action steps should include Who? What? When?  Take the action steps down to the student How will progress for the action step be measured? Benchmarks: What kind of evidence can we collect or observe that indicates that the action step is completed or taking place? Evidence – Documentation BoxEvidence – Walk Through Will we see it in an evidence box or in a walk through or both? What will we see? How will the school provide timely assistance if action step does not change performance? Interventions: This info will be moved up to the Intervention box under the Strategy Name What resource and specific expenditures will be needed for successful implementation of this action step? Resources: This info will be moved up to the resource box under Interventions Looking down the row, does the faculty need any PD in order for this action step to be successful? Professional Development: This info will be used for PD page Promotes increased buy in of faculty Provides helpful tips on how to write goals, strategies, action steps Ensures a quality plan by making it measurable

Writing Academic Goals

ANNUAL MEASURABLE OBJECTIV ES Percentage of Proficient Students (ARMT & AHSGE Baseline Standards) READING Grade Grade Grade Grade Grade Grade Grade MATHEMATICS Grade Grade Grade Grade Grade Grade Grade

Specific Clearly define the outcom e that you want to achieveClearly define the outcom e that you want to achieve Measurable Establish concrete measures of successEstablish concrete measures of success Attainable Push your self past your comfort zone but you should still be able to achieve it with effort and commitmentPush 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 AND/ORConnect the goal to the reason why you did not make AYP AND/OR Consider areas of needed improve- mentConsider areas of needed improve- ment Time Bound Create a sense of urgency by defining when the goal will become reality

Specific Clearly define the outcome that you want to achieveClearly define the outcome that you want to achieve Measurable Establish concrete measures of successEstablish concrete measures of success Attainabl e Push your self past your comfort zone but you should still be able to achieve it with effort and commitmentPush 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 AND/ORConnect the goal to the reason why you did not make AYP AND/OR Consider areas of needed improve- mentConsider areas of needed improve- ment Time Bound Create a sense of urgency by defining when the goal will become reality

Sub Group Where we are… (2011 results) Where we need to be! % of differenceGrade Level Reading Goal All Students88%92% To increase the percent of the ___sub group scoring proficient (Levels III and IV) by __% in reading on the ARMT to 92% by Spring of Special Ed.88%92% To increase the percent of the ___sub group scoring proficient (Levels III and IV) by __% in reading on the ARMT to 92% by Spring of American Indian/Alaskan 88%92% To increase the percent of the ___sub group scoring proficient (Levels III and IV) by __% in reading on the ARMT to 92% by Spring of Asian/Pacific Islander 88%92% To increase the percent of the ___sub group scoring proficient (Levels III and IV) by __% in reading on the ARMT to 92% by Spring of Black88%92% To increase the percent of the ___sub group scoring proficient (Levels III and IV) by __% in reading on the ARMT to 92% by Spring of Hispanic88%92% To increase the percent of the ___sub group scoring proficient (Levels III and IV) by __% in reading on the ARMT to 92% by Spring of White88%92% To increase the percent of the ___sub group scoring proficient (Levels III and IV) by __% in reading on the ARMT to 92% by Spring of Limited English Proficient 88%92% To increase the percent of the ___sub group scoring proficient (Levels III and IV) by __% in reading on the ARMT to 92% by Spring of Free/Reduced88%92% To increase the percent of the ___sub group scoring proficient (Levels III and IV) by __% in reading on the ARMT to 92% by Spring of Third Grade Reading by Subgroup

Sub Group Where we are… (2011 results) Where we need to be! AMO % of difference AHSGE Reading Goal All Students92%95% To increase the percent of the ___sub group passing by __% in reading on the AHSGE to 95% by Spring of Special Ed.92%95% To increase the percent of the ___sub group passing by __% in reading on the AHSGE to 95% by Spring of American Indian/Alaskan 92%95% To increase the percent of the ___sub group passing by __% in reading on the AHSGE to 95% by Spring of Asian/Pacific Islander 92%95% To increase the percent of the ___sub group passing by __% in reading on the AHSGE to 95% by Spring of Black92%95% To increase the percent of the ___sub group passing by __% in reading on the AHSGE to 95% by Spring of Hispanic92%95% To increase the percent of the ___sub group passing by __% in reading on the AHSGE to 95% by Spring of White92%95% To increase the percent of the ___sub group passing by __% in reading on the AHSGE to 95% by Spring of Limited English Proficient 92%95% To increase the percent of the ___sub group passing by __% in reading on the AHSGE to 95% by Spring of Free/Reduced92%95% To increase the percent of the ___sub group passing by __% in reading on the AHSGE to 95% by Spring of Eleventh Grade Reading by Subgroup

Sample Worksheet Sample Worksheet Writing Goals, Strategies, Action Steps, etc

Exploring the Plan Page The plan has been started. Once you have completed all sections you may submit your plan for review. 14

CIP Worksheet – Top Portion Short name of Goal: Increase Reading Achievement Description of Goal: By the end of the school year, we will increase the number of students scoring proficient in Reading for grades 3-5 on Spring ARMT: 3 rd from 72% to 92%; 4 th grade from 67% to 91%; 5 th grade from 45% to 92% Data Results on Which Goal is Based: ARMT Target Grade Level: 3 rd - 5 th Target Content Area: Reading AAI: Attendance Target Subgroup(s): Sp. Ed. COS Standards: Grade 3: Use strategies to comprehend literary/ recreational material. Grade 4: Use strategies to comprehend literary/ recreational material. Grade 5: Use strategies to comprehend literary/ recreational material. The goal can be taken from your Where You Are sheets The results are taken from needs assessment) COS standards not mastered this year and over time should be listed

CIP Worksheet – Top Portion Short name of Goal : Increase Mathematics Achievement Description of Goal: By the end of the school year, we will increase the number of students scoring proficient in Mathematics for grades 6-8 on Spring ARMT: 6 th from 78% to 83%; 7 th grade from 73% to 83%; 8 th grade from 76% to 85%; 10 th from 58% - 91%. Data Results on Which Goal is Based: ARMT/AHSGE Target Grade Level: 6 th - 12 th Target Content Area: Mathematics AAI: Attendance Target Subgroup(s): Sp. Ed. COS Standards: Grade 6Distance between two points on a scale drawing or on a map Grade 7: Determine the probability of a compound event. Grade 8: Graph linear relations-plot points or use slope/y- intercept Grade 10: Apply Pythagorean Theorem The goal can be taken from your Where You Are sheets The results are taken from needs assessment) COS standards not mastered this year and over time should be listed

INTERVENTIONS AND RESOURCES MAY BE CONFUSING IN THE eCIP…THIS IS WHERE THE WORK SHEET CAN BE HELPFUL SHORT NAME DESCRIPTION OF STRATEGY

What research based strategy and actions will be used to improve academic performance? S1. Strategy Name: Reading Comprehension Description of Strategy: All K-5 and SpEd teachers will collaborate focusing on reading comprehension skills for at risk and/or all students. Strategy name is the abbreviated version of the descriptive strategy Remember, all strategies should be research based. An overarching, big idea that can be broken down into smaller action steps

What research based strategy and actions will be used to improve academic performance? S1. Strategy Name: Differentiated Instruction Description of Strategy: All Secondary mathematics and SpEd Inclusion teachers will use differentiated instruction to improve mastery of mathematical concepts. Strategy name is the abbreviated version of the descriptive strategy Remember, all strategies should be research based. An overarching, big idea that can be broken down into smaller action steps

What research based actions will be used to improve student academic performance? AS1. Action Step Name: Direct, Explicit Instruction Description of Action Step: Implement direct, explicit instruction through whole group and small groups for all students daily. ACTION STEPS  When possible, think sequence  Action steps should include Who? What? When?  Take the action steps down to the student How will progress for the action step be measured? Benchmarks: 100% of K-5 and SpEd teachers will implement direct, explicit instruction. What kind of evidence can we collect or observe that indicates that the action step is completed or taking place? Will it be found in an evidence box or walkthrough or both? Wha t will we see? Evidence – Documentation Box Completed Observation Checklists Evidence Walk-Through – Observation checklists Direct, Explicit Instruction

What research based actions will be used to improve student academic performance? AS1. Action Step Name: Revisiting non-mastered standards Description of Action Step: Using ARMT, EQT, and formative assess- ment data, math teachers will identify non-mastered standards & provide bell ringers/prob of the day to revisit the standards daily throughout the term or school year. ACTION STEPS  When possible, think sequence  Action steps should include Who? What? When?  Take the action steps down to the student How will progress for the action step be measured? Benchmarks: 100% of Math and SpEd teachers will revisit non-mastered standards daily. What kind of evidence can we collect or observe that indicates that the action step is completed or taking place? Will it be found in an evidence box or walkthrough or both? Wha t will we see? Evidence – Documentation Box Completed Observation Checklists Evidence Walk-Through – Observation checklists Differentiated Instruction

How will the school provide timely assistance if action step does not change performance? Interventions: Teachers not implementing direct, explicit instruction will be required to attend training on the cycle of instruction as well as side by side training with the Reading Coach. This info will be moved up to the Intervention box under the Strategy Name after all action steps are completed What resource and specific expenditures will be needed for successful implementation of this action step? Resources: Systematic explicit programs ($12,000) Subs for half day training for 40 teachers at $85 per day ($1,700). Instructional Materials and Supplies ($500) This info will be moved up to the Resource box under Interventions after action steps are completed Looking down the row, does the faculty need any PD in order for this action step to be successful? Professional Development: Cycle of Instruction Training and Correlation with Reading Street This info will be used for PD page

How will the school provide timely assistance if action step does not change performance? Interventions: Teachers not implementing differentiated instruction will be required to attend training on the cycle of instruction as well as side by side training with the Department Chairperson or Supervisor. This info will be moved up to the Intervention box under the Strategy Name after all action steps are completed What resource and specific expenditures will be needed for successful implementation of this action step? Resources: Systematic explicit programs ($12,000) Subs for half day training for 40 teachers at $85 per day ($1,700). Instructional Materials and Supplies ($500) This info will be moved up to the Resource box under Interventions after action steps are completed Looking down the row, does the faculty need any PD in order for this action step to be successful? Professional Development: Cycle of Instruction Training and RtI for Mathematics This info will be used for PD page

Writing Reminders

. Strategies, Action Steps, Benchmarks, etc. What will we do in order to achieve the goal we have set? All teachers, all administrators, and stakeholders. All teachers, all administrators, and stakeholders. All teachers, all administrators, and stakeholders All teachers, all administrators, and stakeholders

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 Reading teachers

RESOURCES Alabama Department of Education: School Improvement MCPSS.com