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District CIP Training

District CIP Training. Writing Goals, Strategies, Action Steps, Benchmarks, and Interventions That Positively Impact Student Achievement. Outcomes. Examine and Determine who will participate on the writing and review team Learn an accurate and easy way to write academic goals

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District CIP Training

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  1. District CIP Training Writing Goals, Strategies, Action Steps, Benchmarks, and Interventions That Positively Impact Student Achievement

  2. Outcomes • Examine and Determine who will participate on the writing and review team • Learn an accurate and easy way to write academic goals • Understand how to write effective and measurable strategies, action steps, benchmarks, and interventions

  3. 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 Teachers Counselor, Special Ed Parents, Students, Community Planners, Motivators Principal, Asst Principal

  4. A Year Long Journey

  5. Determining Your Goals A goal is the point marking the end of the race. A dream or a vision only becomes an attainable goal when it is written down and concrete action steps are taken. • Think of a personal goal or new year’s resolution that you set for yourself. • Share it with your partner • Discuss why you were not successful

  6. Increase the percent of 11th grade students scoring proficient (Level III and IV) in Math on the AHSGE from ___% to ___% during the 2009 – 2010 school year. SmartGoals

  7. Helpful Aid for Writing Goals

  8. Continuous Improvement Goal written in SMART Goal Format:By the end of the 2009 – 2010 school year, we will Increase the number of 11th grade students scoring proficient (75%) by 7% in Math on the AHSGE to reach the AMO of 82%. Moving It Into the Template

  9. 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? • Even though math and reading are accountability areas, do we want to include goals that address other subjects like Science, Social Studies, etc? • If we are in improvement because of grad rate, what can all staff and teachers do to encourage kids to stay in school and be successful?

  10. Strategies should be research based: Pick them from the list provided Modify strategies from the list Use RB strategies that are working Modify previous RB strategies

  11. Strategy and Action StepReminders 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

  12. Looking across the row, does the faculty need any PD in order for this action step to be successful 1. All strategies should be researched based 5. What kind of evidence can we collect or observe that indicates that the action step is completed or taking place? Will we see it in an evidence box or in a walkthrough or both? 6. When the strategy and benchmark are directly related to student learning, what will be done differently for students that show non mastery? 4. How will you measure success for each action step? 3. Action steps should include… Who? What? When? 2. Think sequence – “what would happen first, second, third…”

  13. Teachers are trained Dept. select 2 objectives Teachers implement Teachers assess the objectives Teachers discuss data and use it to drive instruction

  14. Culture A few things will be different: • The headings are different: Challenges, Strategies and Action Steps, Resources Needed • You may not have to think about sequence but should still include who, what, and when • Whatever shows up on this page should come from the weaknesses found in your Needs Assessment.

  15. Possibilities… Math Goal Strategy 1: S1AS1 S1AS2 S1AS3 S1AS4 S1AS5 Strategy 2: S2AS1 S2AS2 S2AS3 S2AS4 S2AS5 Reading Goal Strategy 1: S1AS1 S1AS2 S1AS3 S1AS4 S1AS5 Strategy 2: S2AS1 S2AS2 S2AS3 S2AS4 S2AS5 Culture Goal Challenge 1 Strategy 1: S1AS1 S1AS2 Challenge 2 Strategy 2: S2AS1 S2AS2 Challenge 3 Strategy 3: S3AS1 S3AS2 Professional Development Look back over all you have written to determine what PD will be necessary for successful implemen- tation of the plan. Add other training provided by the district Writing, Science, Social Studies, Goal Strategy 1: S1AS1 S1AS2 S1AS3 S1AS4 S1AS5 Strategy 2: S2AS1 S2AS2 S2AS3 S2AS4 S2AS5

  16. The Power of What You Hold in Your Hand Initially, write your plan in this worksheet • Minor template changes after this training The worksheet can be used: • In all 7 reviews • To set up documentation boxes • To communicate the expectations for all teachers

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