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3. Understand how to create and monitor the Continuous School Improvement Plan
Dr. Mary Kearney, Associate Superintendent
Dr. Jorge Peña, Director of School Improvement & Accreditation
August 2017
Office of Catholic Schools
Archdiocese of Chicago

4. Student's Prayer By St. Thomas Aquinas (sign of the cross) Creator of all things, true source of light and wisdom, origin of all being, graciously let a ray of your light penetrate the darkness of my understanding. Take from me the double darkness in which I have been born, an obscurity of sin and ignorance. Give me a keen understanding, a retentive memory, and the ability to grasp things correctly and fundamentally. Grant me the talent of being exact in my explanations and the ability to express myself with thoroughness and charm. Point out the beginning, direct the progress, and help in the completion. I ask this through Christ our Lord. Amen. (Sign of the cross)

5. Workshop Objectives
12:30 - 1:05 Objective 1- Understand how the Continuous School Improvement Plan (CSIP) is organized
1:05 - 1:25 Objective 2- Understand the process to identify the skills on the CSIP
1:25 - 2:10 Objective 3- Discuss the process to identify instructional strategies that can address the skills that challenge students the most
2:10 - 2:15 Break
2:15 - 2:35 Objective 4- Discuss the process to identify an assessment plan to monitor the CSIP
2:35 - 3:00 Objective 5- Discuss the alignment between professional development and the CSIP

6. Workshop Norms
Take an inquiry stance.
Ground statements in evidence.
Assume positive intentions.
Stick to protocol.
Start and end on time.
Be here now.

7. Archdiocese of Chicago Academic Improvement Goals
Reading and Math
Student are to learn the Archdiocese of Chicago Curricular Benchmarks in English/language arts and math. As measured by meeting or exceeding ACT Aspire College Readiness Benchmarks: “ready” or “exceeding”
Student growth from one year to the next is “high” or above the expected level of performance

8. Distinguish Technical Challenges from Adaptive Challenges
What’s the Work?
Who does the Work?
Technical
Apply current know-how
Authorities
Adaptive
Learn new ways
The people with the problem

10. Understand how the Continuous School Improvement Plan is organized
Open the CSIP Template

11. Workshop Objectives
12:30 - 1:05 Objective 1- Understand how the Continuous School Improvement Plan (CSIP) is organized
1:05 - 1:25 Objective 2- Understand the process to identify the academic skills on the CSIP
1:25 - 2:10 Objective 3- Discuss the process to identify instructional strategies to teach the academic skills that challenge students the most
2:10 - 2:15 Break
2:15 - 2:35 Objective 4- Discuss the process to identify an assessment plan to monitor the CSIP
2:35 - 3:00 Objective 5- Discuss the alignment between professional development and the CSIP

12. Focus Area for workshop: reading in grades 3 and 4
Step 1. Enter the reading scale scores results in grades 3 and 4 for 2016 and 2017 in Part 2a. Reading Results Step 2. Enter the percent of students that meet the benchmarks in Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas Step 3. Identify the strand to target for improvement

13. Focus Area for workshop: reading in grades 3 and 4
What do you notice and wonder about the readiness levels in reading in grades 3 and 4?
What do you notice and wonder about student performance in the reading strands (Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas) in grades 3 and 4?

14. Understand the process to identify the skills on the CSIP
Collaborate in grade- level teams

15. CSIP Part 4 Key Tasks Identify the skills to target for improvement
Decide on instructional strategies
Agree on what the plan will look like in classrooms
Put the plan in writing

16. CSIP Part 4. Strand and Benchmark Identification
Teacher teams identify the skills for the CSIP
Step 1. Meet in grade-level teams:
Team 1: Pre-K to Grade 3
Team 2: Grade 4 and Grade 5 (Grade 6 can be in Team 2)
Team 3: Grade 6, Grade 7, and Grade 8 (can be just Grade 7 and Grade 8)
Step 2. Grade-level teams identify five to six skills that will be documented on the CSIP
Access the Curriculum Benchmark Report and the Complexity Report for a grade.
Silently, review the skills for the strand that is targeted for improvement.
Discussion: out of all these skills for the strand, which ones have a greater degree of complexity?
Discussion: being mindful of the degree of complexity, identify five to six skills that will be targeted for improvement and documented on the CSIP.
Repeat for the other grades until skills have been identified for grades K-8

17. Workshop Objectives
12:30 - 1:05 Objective 1- Understand how the Continuous School Improvement Plan (CSIP) is organized
1:05 - 1:25 Objective 2- Understand the process to identify the skills on the CSIP
1:25 - 2:10 Objective 3- Discuss the process to identify instructional strategies to teach the skills that challenge students the most
2:10 - 2:15 Break
2:15 - 2:35 Objective 4- Discuss the process to identify an assessment plan to monitor the CSIP
2:35 - 3:00 Objective 5- Discuss the alignment between professional development and the CSIP

18. CSIP Part 4 Key Tasks Identify the skills to target for improvement
Decide on instructional strategies
Agree on what the plan will look like in classrooms
Put the plan in writing

19. Decide on instructional strategies
Read articles on the strategies
Read book excerpts on the strategies
Avoid just increasing the quantity of academic tasks as an instructional strategy, instead ask: “how does this strategy improve my practice?”

20. Protocol: Reflect on Reading
In pairs or triplets:
What were your main take aways from the reading?
How might this instructional strategy address our problem of practice?
What questions do you have about the instructional strategy?
Whole group discussion:
What insights surfaced in your group?
What questions does your group have about the instructional practice?
Time 15 mins
Ahead of time:
Course team selects an article or reading that will allow faculty to learn about the instructional strategy
Distribute reading to faculty in advance of meeting
Facilitation notes:
While faculty are in pairs/triplets, circulate and listen to their conversations. This will help you understand the extent to which people understand the strategy so that you can clarify any questions.
Possible adjustments:
Shift the amount of time given to any particular task to suit your needs

21. CSIP Part 4 Key Tasks Identify the skills to target for improvement
Decide on instructional strategies
Agree on what the plan will look like in classrooms
View videos that model the use of the instructional strategies; use the Teaching Channel as a resource
Put the plan in writing

22. Protocol: Examine Model Instruction
Watch a video of instructional strategy
What do you notice? Wonder?
Report and record noticings and wonderings
Discussion:
What patterns do we see in the noticings?
How did the model instruction add to our understanding of the instructional strategy?
What is new about this instructional strategy? How is it similar to other instructional strategies we already use?
Time 25 mins
Ahead of time:
Upload or link model instructional video. This may be from an external resource or of an example from within the school.
Bring chart paper for noticings/wondering
Facilitation notes:
Note that this is just one example of the instructional strategy in practice. It is not meant to be exemplary nor perfect.
Possible adjustments:
Shift the amount of time given to any particular task to suit your needs

23. Protocol: Maitre’d Protocol
Find a partner (or triplet).
One instructional strategy will be called out. Discuss that strategy with your partner.
How well does this strategy support teaching the skills on the CSIP?
Switch partners (or triplets) and repeat, until all strategies have been discussed.
Time 20 mins
Facilitation notes:
Read directions on slide
Read instructional strategies
Be sure folks have the hand out describing instructional strategies.
Possible adjustments:
Shift the amount of time given to any particular task to suit your needs

24. Protocol: Advocacy
You may speak in advocacy of a particular strategy stating:
“I am an advocate for ________ because ________.”
This is not a discussion, please do not respond to each other’s comments.
Time 10 mins
Facilitation notes:
Introduce the procedure on the slide
Help the group refrain from cross talk; this helps faculty listen to each other instead of debate
Be sure to give all voices a chance to advocate

25. CSIP Part 4 Key Tasks Identify the skills to target for improvement
Decide on instructional strategies
Agree on what the plan will look like in classrooms
Put the plan in writing

26. Protocol: Select Instructional Strategy
Select your top two choices by placing a sticker or check mark by the strategy posted in the room
Discuss results of sticker voting to determine which instructional strategy we will pursue
Document the strategies on the CSIP
Time 10 mins
Ahead of time:
Write each strategy on chart paper in the room
Facilitation notes:
It may be possible to chose more than one strategy or combine more than one strategy as one
Possible adjustments:
Instead of having a vote, facilitate a conversation that moves towards consensus. Either way, the goal is to select a strategy, or set of strategies that will generate buy-in among all staff.

27. Open Example CSIP
Go to Part 4a- Reading Action Plan

28. Instructional Strategies Resources
Marzano Teaching Laboratory
Teaching Channel
What Works Clearing House
Tools for teaching the Common Core
Better Lesson

29. 2:10 – 2:15 Break

30. Workshop Objectives
12:30 - 1:05 Objective 1- Understand how the Continuous School Improvement Plan (CSIP) is organized
1:05 - 1:25 Objective 2- Understand the process to identify the skills on the CSIP
1:25 - 2:10 Objective 3- Discuss the process to identify instructional strategies to teach the skills that challenge students the most
2:10 - 2:15 Break
2:15 - 2:35 Objective 4- Discuss the process to identify an assessment plan to monitor the CSIP
2:35 - 3:00 Objective 5- Discuss the alignment between professional development and the CSIP

31. Plan to Assess Progress
Assessment Type
Examples
 Short-term
student classwork, student homework, ACT Aspire Classroom Assessments, Quizlets (select items)
Teacher Classroom Observations: Peer to Peer and Principal
 Medium-term
 ACT Aspire Interim Assessments, Quizlets (select items), unit/chapter quizzes (formative), unit/chapter tests (summative)
 Long-term
ACT Aspire summative test
End-of-Course Assessment (teachers collaborate to create these assessments) 

32. Example Plan to Assess Progress
What is the name of the assessment?
Assessment Type
Who is assessed?
When is the data collected?
Learning Goal
Who is responsible for collecting and keeping track of the data?
Teacher-generated formative assessments
Short-term
Grades K-8
Results will be collected bi-weekly on Fridays through the end of the first trimester, Nov. 7
At least 66% of students will be proficient in each assessment.
Paul Bambrick-Santoyo (grade 3 teacher)
ACT Aspire Classroom Assessment #'s 5, 6, 7, and 8
 Grade 3
Classroom Assessment #5 on Sept. 15, #6 on Sept. 22, #7 on Oct. 6, and #8 on Oct. 13
Quizlets
Medium-term
Results will be collected by the end of the first trimester, Nov. 7
ACT Aspire Interim Assessments
Grades 3-8
Results will be collected October 20, January 18, and March 5
At least 66% of students will the minimum score that places them on-track to meet the benchmark
ACT Aspire Summative Assessment
Long-term
Results will be collected in June 2018
At least 90% of students will meet the benchmark in reading
Elizabeth City (AdvancED Teacher Chair)

33. Protocol: Review Action Plan & Plan to Assess Progress
Do the student learning goals seem ambitious but attainable? Do you think the action plan can support you in reaching these goals?
What questions do you have about the action plan and plan to assess progress?
What concerns do you have?
Time 25 mins
Ahead of time:
Draft an action plan and plan to assess progress
Pass out copies of the action plan and plan to assess progress to the faculty
Facilitation notes:
Present the plans to faculty and explain how it was drafted
Give faculty the opportunity to ask questions or suggest revisions
Explain how faculty will get support as they begin to implement instructional practice in their classroom (peer observation, support from a coach etc…)
Possible adjustments:
Shift the amount of time given to any particular task to suit your needs
The questions on this slide are suggestions, but feel free to adapt based on the specific content of your plans.

34. Workshop Objectives
12:30 - 1:05 Objective 1- Understand how the Continuous School Improvement Plan (CSIP) is organized
1:05 - 1:25 Objective 2- Understand the process to identify the skills on the CSIP
1:25 - 2:10 Objective 3- Discuss the process to identify instructional strategies to teach the skills that challenge students the most
2:10 - 2:15 Break
2:15 - 2:35 Objective 4- Discuss the process to identify an assessment plan to monitor the CSIP
2:35 - 3:00 Objective 5- Discuss the alignment between professional development and the CSIP

35. Leadership Team Discussion:
CSIP Part 6: Professional Development Calendar
Date
Participants
PD Facilitator
Title of Professional Development Opportunity
Objective
Description
Focus Area Strand
Duration of PD
Cost of PD
Leadership Team Discussion:
How well does this professional development opportunity support the strategies and/or skills on the CSIP?

36. Talk to “X” about “Y” Protocol
Reflect on what you learned this afternoon about the Continuous School Improvement Plan process
Think about who in school you will talk to about this learning
Think about what you will talk about
Fill in the variables: I’m going to talk to “X” about “Y”

37. Review next steps:
Assemble the Continuous Improvement Leadership Team and enter ACT Aspire results in Part 2 for reading, math, and writing
Facilitate faculty meeting to: analyze the results using the visual displays, identify the skills to target for improvement, identify instructional strategies to teach the targeted skills
First upload the CSIP in the school’s Google Drive folder created by the Office of Catholic Schools by September 15 (Parts 1-4 column a) and October 13 (Parts 4 columns b-e through Part 6)
Take an inquiry stance: or call questions to Dr. Jorge Peña:

39. + Plus ∆ Delta + Plus: what worked well about today’s class
∆ Delta: what to change for the next class