The Alabama Continuous Improvement Plan ACIP Milanda Dean, Ph.D ALSDE Federal Programs

Agenda for Today: Components of the ACIP Review the purpose of Title I as it relates to the ACIP Provide examples of SMART Goals, Objectives, and Strategies Continuous Improvement

ESSA Law Section 1114 SCHOOLWIDE PROGRAM PLAN.— An eligible school operating a schoolwide program shall develop a comprehensive plan (or amend a plan for such a program that was in existence on the day before the date of the enactment of the Every Student Succeeds that: _______________ https://www2.ed.gov/documents/essa-act-of-1965.pdf

ACIP Committee CIP committee must include: Parents Other appropriate Community Members Teachers Principals Administrators Other appropriate school staff Students (secondary school)

ACIP Required Content For Title I Schools For Non-Title Schools Executive Summary Student Performance Improvement Plan Stakeholder Involvement Diagnostic Stakeholder Feedback Schoolwide or TA Diagnostic Parent and Family Engagement Diagnostic Assurances Goals Comprehensive Budget Executive Summary Student Performance Improvement Plan Stakeholder Involvement Diagnostic Stakeholder Feedback Assurances Goals Comprehensive Budget

Importance of the Needs Assessment Title I, Part A funds may be used for any activity that supports the needs of students, particularly the lowest-achieving students, in the school that are identified through a comprehensive needs assessment and included in the schoolwide plan.

Completing a “Needs Assessment” Work in collaboration with school faculties and other LEA stakeholders to: Identify the needs of the school. Lead discussions on how funds can be effectively leveraged to meet the needs in the best possible way.

Conducting A Needs Assessment State Assessment Data Graduation Rates Other Academic Data Sources Program Evaluations Student and Teacher Attendance Data School Demographics (example: high EL population) Discipline Data Climate and Culture Data Survey Results Stakeholder Dialogue

Report Card Data Federal Data (Raw) http://54.201.18.221/apps/report-data/pages/OverallScorePage?systemcode=051&year=2017 State Data (Weighted) http://ap.alsde.edu/accountability/EducationReportCard/report/2017/051/0000

Elementary School High School Population: 763 Total Chronic Absenteeism: 31.38% Reading: 6.51% proficient on ACT Aspire Mathematics: 4.27% proficient on ACT Aspire Science: 7.08% proficient on ACT Aspire EL Students: 9 Special Education Students: 126 Graduation Rate: 84% (2016) Discipline Data: 144 reported incidents (2016) Population: 427 Total Chronic Absenteeism: 15.92% Reading: 7.141% proficient on ACT Aspire Mathematics: 20.7% proficient on ACT Aspire Science: 14.29% proficient on ACT Aspire EL Students: 43 Special Education Students: 80 Graduation Rate: N/A Discipline Data: 46 reported incidents (2016)

Planning and Goal Building Based on needs, develop goals and objectives that are… S – specific- clearly defined outcome M – measurable (the measureable part in ASSIST is your objective) A - attainable R - related to student achievement/Relevant/Realistic T - time bound- when the goal will become a reality

Planning contd. Identify effective strategies to meet goals. Develop action steps that provide DETAILED information regarding planned uses of funds. Include realistic baseline data as part of performance measures (“From…to…”).

ACIP Goals Should be clearly defined and based on needs identified by data. Should be prioritized based on importance and urgency. Should be few in number (no more than 3-5) Should focus on increasing student learning

Goal Objectives Strategies Activity Activity Type Begin Date End Date We will engage learners through high quality aligned college and career ready standards, instruction, and assessments in all content areas. Increase the percentage of students demonstrating a proficiency in reading from 65% to 70% by May 25, 2018 as measured by the Scantron Performance Series Assessment.. Implement College and Career Ready Standards (Reading) Implement Evidenced-Based Practices for Continuous Improvement Goal Objectives Strategies Activity Activity Type Begin Date End Date Resource Assigned Source of Funding Staff Responsibilities Hire part time reading intervention teacher to work with at-risk students Direct Instruction 8/15/2017 5/25/2018 $20,000 Title I Teachers   Identify at-risk students and schedule time to target their intervention needs Academic Support 8/1/2017 $0 N/A Teachers and Counselors Professional development on implementing effective reading strategies Professional Learning: Alabama Literacy Association Conference $5,000 Administrators and Teachers

Example School Climate and Culture Goal & Objectives Organizational Goal-We will identify barriers to teaching and learning and align support systems to address barriers. Objectives: Demonstrate a behavior that ensures that the school is implementing the guidance and counseling plan by 11/08/2017 as measured by a 10% decrease in student discipline referrals each month. Demonstrate a behavior that ensures that the school has a system in place to increase community engagement as measured by stakeholder survey results. Based on survey results, 80% or more of stakeholders should agree to strongly agree that the school provides opportunities for community engagement.

Title I Schools Schoolwide Comprehensive program designed to upgrade the entire educational program in order to improve achievement of the lowest-achieving students. A school with poverty percentage of 40% or more https://egrant.alsde.edu/Default.aspx

Title I, Part A Provides Supplemental Federal funds to ensure all students have fair, equal, and significant opportunities to obtain a high-quality education and reach at minimum proficiency on challenging state academic achievement standards and state academic assessments. Focused on improving the academic achievement of low-achieving students in schools with high concentrations of children from low-income families and is governed by statuary and regulatory requirements of Title I, Part A of ESEA.

Supplement not Supplant Always ask…. What does the state provide? What does the LEA provide? Are the programs/staff a state or LEA requirement? How have programs/staff been funded in the past? What other fund sources can meet the need?

3 Components of Schoolwide Programs There are three basic components of a schoolwide program that are essential to effective implementation: Comprehensive needs assessment of entire school. Comprehensive schoolwide plan Annual evaluation, with revisions as necessary

Use of Funds Ties to the school’s needs assessment Included in the school’s ACIP All purchase orders should be tied to the school’s ACIP

Use of Funds Title I schoolwide schools may: advanced coursework intensive summer school classes for low-achieving students afterschool tutoring Develop and use formative and interim assessments to track progress of low-achieving students and train teachers in their use. Purchase or develop supplemental instructional materials aimed at improving achievement of low-achieving students, including Student with Disabilities and English Learners.

Use of Funds Title I schoolwide schools may: Implement career academies to assist low-performing students prepare for college and careers Implement school safety programs to improve the achievement of low-achieving students Provide professional development to ensure effective teachers and leaders to serve low-achieving students

ACIP Comprehensive Budget For Title I Schools For Non-Title Schools Comprehensive Budget List State and local funds Comprehensive Budget List State, local, and Federal funds* *Money should match eGAP and LEA’s budgets

The Process of Continuous Improvement Where are we now? (Analyze Data) Where do we want to be? (Set Goals) How will we get there? (Plan) How will we monitor our progress? (Implement) How will we evaluate our effectiveness? (Evaluate) Examples

The ACIP is a Working Document Evaluate and Revise as Needed

Progress Monitoring Monitoring the implementation of strategies. Evaluating the impact of the strategies on student learning. Providing feedback to staff on the implemented strategies and the impact they are having on students. Assessing the effectiveness of the professional development supports. Progress notes within ASSIST.

Evaluating Effectiveness What was the impact on student learning? What was the impact on adult practices? Did we achieve the desired results? What are the next steps? The improvement cycle ends with evaluating the effectiveness of the plan in moving us toward the overall goal. During this time the team will review and revise outcomes in light of recently attained progress monitoring data. This involves the team being able to answer the following questions…

Contact Information Technical Assistance for the ACIP and Title I Requirements Milanda Dean mdean@alsde.edu 334-242-8199 Technical Assistance for the ASSIST website Jean Scott jscott@alsde.edu 334-242-9746