1 CIP Peer Panel/Roundtable. 2 CIP Panel Table of Contents & Tips Objectives, Agenda and Schedule –Suggested email and templates for setting up CIP Panel/Peer

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CIP Peer Panel/Roundtable

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CIP Panel Table of Contents & Tips

• Objectives, Agenda and Schedule– Suggested email and templates for setting up CIP Panel/Peer Roundtable– Confirm objectives, agenda and schedule with Executive Director

• Ground Rules – Set the stage for a positive environment and constructive session– Peer feedback intended for presenting campus only not for evaluation purposes

• Panel Participant Expectations– Presenters and Panelists understand what is expected of them– Preview questions and rubric in advance– Know when and where their CIP Panel will be held.

• Presentation Preparation Material– Identify presentation templates or report filters from online CIP– Consider any back-up material needed to explain critical thinking and process used to

develop the CIP • Rubric

– Make enough copies to hand out to all the peer reviewers – Both Single Page Portrait or Landscape with Comments available on CIP Homepage with

quantitative summary option• Next Steps

– For presenting principals to incorporate feedback

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2009-2010 CIP Process Workshops Objectives

Aug/Sept

Goal Setting: MyData Portal

• Understand how to use information in MyData Portal

• Set 2009-2010 goals

SeptCampus Improvement Planning Panel

• Model a process for accountability and sharing

• Provide feedback on CIP and process by peers

• Level set on Student Growth Goals (MyData Portal)

Nov TX Benchmarks

• Model a process for reinforcing CCR goals

• Identify opportunity gaps with comparable schools

• Level set on JFTK principles adopted by the district

Jan2010

Core Practices

• Model a process for discussing Core Practice Reports

• Identify implementation gaps by theme; Adjust CIP


May2010

Preliminary Campus Improvement Planning Workshop

• Model a process

• Initial CIP dialogue


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Draft Message for CIP Panel or Peer Rountable

• When: DATE, 2009

• Where: TBD

• Agenda: Each school will be allotted 50 minutes, divided in two parts:– 30 minutes: Presentation: Focus on CIP experience, goals, strategies and plans – 20 minutes: Feedback: Probing questions and discussion

• Who: Selected principals, selected Teacher Leaders (TBD)– Presenters: Principals, selected CILT and teacher selected by ED (optional)– Panelists: Peer mini-LC principals, Lead Teachers (optional), CIP Core Team

• Objectives: (By the end of the session, we will have…)– Reinforced the understanding and, hopefully, acceptance that the Campus

Improvement Process provides robust tools and processes that enable improved, quality planning and monitoring district-wide.

– Demonstrated that shared understanding during the development and implementation of the CIP leads to campus-wide ownership and accountability.

– Promoted learning within the professional learning communities about CIP process and tools.

Note: Agenda times will be strictly followed

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Mini-Community Panel Set-up Options

Mini-Cluster 1

Mini- Cluster 2

8:00-8:30 Opening / Breakout Instructions Executive Director

P 8:30-9:00F 9:00-9:20 Presentation and Feedback Campus 1 Campus 1

P 9:20-9:50F 9:50-10:10 Presentation and Feedback Campus 2

10:10-10:25 Break

P 10:25-10:55F 10:55-11:15 Presentation and Feedback


12:05-12:50 Lunch



Breakout Room Locations

2:10-2:25 Break

2:25-3:25 Report Out Lead Principals (10 minutes each)

3:25-3:40 Closing Remarks Executive Director

CIP Panel Round Table Agenda

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CIP Panel Ground Rules

• Surface issues: Create a safe, learning environment where the truth can be spoken and heard. Confront the “brutal” facts.

• Communicate with candor: No hidden agendas or side conversations - share comments with everyone.

• Confidential Dialogue: Listen first and learn, then balance your feedback with the other participants in the room. What is said here, stays here.

• Grow: Be open to change your mind. Disagreement/conflict can be healthy. Wrong is OK.

• Teamwork: Demonstrate verbally and by actions

• Be authentic and respectful: Give feedback that adds value - no personal attacks (respect the speaker).

• Be on-time, present and focused: Avoid distractions of unrelated work. Turn cell phones and electronic devices off.

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CIP Panel Expectations

• How the panel works and who does what: – Panel facilitator monitors time, has panelists review rubric, ensures presenter stays on topic

and solicits questions.– During the 30 minute presentation period, the presenter(s) explains logic and outcome of his

/ her CIP process to the panel. – During the 20 minute feedback period, panel member(s) ask clarifying questions to the

presenter and complete the panel members’ rubric evaluations.– At the end of the 50 minute session, panel members give the presenter their completed

Rubric evaluations. – At the end of the panels, principals reflect on all presentations, discuss common themes and

identify next steps as needed.

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Focus your presentation and reference material on YOUR:• Experience with the CIP process and tools:

– How did you engage your teachers and get their input? Collaborative forum? Meaningful Conversations?– What tools were helpful? MyData Portal? Core Practice Framework? CIP Reports?– How was the Core Practices Framework helpful in selecting your strategies?

• Goals: – How have you or will you share individual goals with students and teachers? MyData Portal or other on-

line forms? Have you checked your goals against your growth bands?– What data led you to these goals? Data could include:

• Student achievement data? (Trends, CCR vs. Met Standards data)• Perceptions (from teacher engagement)?

• Strategies: – Why did you select these strategies? How did you determine what strategy would fulfill your goals? – What will you expect them to accomplish? – How is what you are planning to do different from what you have previously done? – What adult behaviors will change as a result of your plan?

• Action Plans– How does your professional development align to your goals and strategies? – How have Title I, Stimulus or Improvement Funds been used to support your priorities?– What data analysis will you use to monitor your plan?– How will you monitor and evaluate implementation of your plan? – How will you know it has been effective?

CIP Panel Preparation and Questions

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Presenters need to:• Provide: Copies for the panel members of:

– CIP at a Glance – Focused Action Plans for top priority and strategy

• Bring: Your Campus Improvement Plan • Reference: Specific tools and material used to develop goals

and strategies. References can include:– MyData Portal – Explain the data you used to evaluate your

goals.– Data charts and worksheets (no need to duplicate) – Tell how

these were used in priority needs assessments or other CIP activities.

– Core Practice Framework Book – Describe the critical attributes you used to determine your strategies

– Any goal setting materials for student, teacher or subject/grade levels.

Note: Remember the presentation is 30 minutes, no longer, followed by 20 minutes of feedback. This is an opportunity to receive feedback and tune your plan through discussion.

CIP Panel Materials

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Monitoring Tool

CIP at a Glance - ExampleCIP at a Glance - Example

Note: Several CIP at a Glance formats exist; check with your Executive Director or Coordinator to confirm if one format is preferred for your Learning Community.

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Filter By Priority

Select a priority core content area to display the strategies for that content area.

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1.1.0

Student performance data are used to identify early mastery of a given academic objective or significant learning gaps. Students performing below grade level are monitored even more frequently. (Theme 4: C3)

2008-2009 Campus Data Packet

All students will grow one band and 3rd grade Math scores will increase from 23% to 44% CCR.

Math

Title1

Strategy NoResearch Based Strategies

Reference / Data SourceSummary of Needs AssessmentPriorityEdit

1.1.0

Student performance data are used to identify early mastery of a given academic objective or significant learning gaps. Students performing below grade level are monitored even more frequently. (Theme 4: C3)

2008-2009 Campus Data Packet

All students will grow one band and 3rd grade Math scores will increase from 23% to 44% CCR.

Math

Title1

Strategy NoResearch Based Strategies

Reference / Data SourceSummary of Needs AssessmentPriorityEdit

Benchmarks, TAKS, ITBS, Common assessments, Data Analysis Reports

Weekly Common Assessment item analysis and intervention grouping

03-JUN-10

24-AUG-09

CILT: V. Hinds, P. Murtuza and classroom teachers

PK-5, SPED

Math

Weekly identification of student performance and intervention needs.

1.1.4

Weekly common assessment, Benchmarks once per semester, TAKS, ITBS.

Math Curriculum, CPG, AMI materials, manipulatives

03-JUN-10

24-AUG-09

CILT: V. Hinds, P. Murtuzaandclassroom teachers

PK-5, SPED

Math

Daily implementation of small group instruction, coorporativegrouping and Think/ Pair/ Share.

1.1.3

weekly common assessment, Benchmarks once per semester, TAKS, ITBS

AMI materials (VITA), Power point slide presentations; Smart board software; internet

03-JUN-10

24-AUG-09

CILT: V. Hinds, P. Murtuza; Math classroom teachers

PK-5 Sp.Ed.

Math

Weekly utilization of interctive websites for additional practice, lesson delivery and assessment development

1.1.2

Six weeks assessments and checks, Benchmarks, TAKS

Math fact drill sheet Intervention notebook monitoring sheet

03-JUN-10

24-AUG-09

CILT: V. Hinds, P. Murtuza; classroom teachers

PK-5 Sp.Ed.

Math

Math fact drill conducted weekly and measured every six weeks.

1.1.1

Title1

Summative Formative MeasureResources

End Date

Start Date

Person Responsible

Student Group

Academic Area

Strategies / Action StepsNoEdit

Benchmarks, TAKS, ITBS, Common assessments, Data Analysis Reports

Weekly Common Assessment item analysis and intervention grouping

03-JUN-10

24-AUG-09

CILT: V. Hinds, P. Murtuza and classroom teachers

PK-5, SPED

Math

Weekly identification of student performance and intervention needs.

1.1.4

Weekly common assessment, Benchmarks once per semester, TAKS, ITBS.

Math Curriculum, CPG, AMI materials, manipulatives

03-JUN-10

24-AUG-09

CILT: V. Hinds, P. Murtuzaandclassroom teachers

PK-5, SPED

Math

Daily implementation of small group instruction, coorporativegrouping and Think/ Pair/ Share.

1.1.3

weekly common assessment, Benchmarks once per semester, TAKS, ITBS

AMI materials (VITA), Power point slide presentations; Smart board software; internet

03-JUN-10

24-AUG-09

CILT: V. Hinds, P. Murtuza; Math classroom teachers

PK-5 Sp.Ed.

Math

Weekly utilization of interctive websites for additional practice, lesson delivery and assessment development

1.1.2

Six weeks assessments and checks, Benchmarks, TAKS

Math fact drill sheet Intervention notebook monitoring sheet

03-JUN-10

24-AUG-09

CILT: V. Hinds, P. Murtuza; classroom teachers

PK-5 Sp.Ed.

Math

Math fact drill conducted weekly and measured every six weeks.

1.1.1

Title1

Summative Formative MeasureResources

End Date

Start Date

Person Responsible

Student Group

Academic Area

Strategies / Action StepsNoEdit

Filter by Strategy

ActionsActionsActions must end in a number greater than zero to filter correctly.

Actions must end in a number greater than zero to filter correctly.

Report for strategy 1.1.0shows supporting actions.

Report for strategy 1.1.0shows supporting actions.

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Filter by Include/Exclude Actions

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Edit No Strategies / Action Steps

Academic

Area

Student

GroupPerson

ResponsibleStart Date

End Date Resources

Summative Formative Measure Title1

1.7.1

Teachers will attend the National Science Teachers Association conference in Ft. Lauderdale, FL

Science AllJamie Sandoval

11-NOV-09

14-NOV-09

Title 1Benchmark Scores

High Quality, Ongoing Professional Development

1.7.2Attend Earth Science Center Training

Science All.

Jamie Sandoval

28-SEP-09

28-SEP-09

Region 10 Service Center

Benchmark Data

Edit Priority Summary of Needs Assessment

Reference / Data Source Research Based Strategies

Strategy No Title1

ScienceStudents will increase percent passing rate to 90% and 50% commended as measured on the TAKS at the end of 32 instructional weeks.

DISD Data Packet

Provide professional development to increase Earth Science content Knowledge for staff. (Theme 2: CA5 School Level)

1.7.0

High Quality, Ongoing Professional Development

Include Actions shows all actions that support a strategy.Exclude Actions gives you the equivalent of CIP at a Glance.

http://10.1.91.34:7780/pls/htmldb/f?p=195:35:16541846637088084516::NO::P35_ID:3202



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Rubric is available

on MyData Portal

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Panelist Rubric

Yes=1 , No=0 or NA

Goals are specific, measurable, actionable, results-oriented and time-based

Goals impact all students (e.g. grow 1 band)

Goals are based on data review

Goals are anchored to a high standard such as CCR/Commended

0 _/16

Strategies are aligned to stated goals

Strategies are anchored to evidence-based practices (reference Theme/Attribute)

0 _/8

Actions support implementation of stated strategies.

Resources required to enact the plan are included (including Title I, Stiumulus or Improvement Funds)

Timeline for implementation of the plan is included

Additional staff training(s) required to enact the plan are included

Designation of responsibilities within each part of the plan is included

Structure to monitor implementation of the plan is included

Intention to evaluate the plan is included

0 _/32

Entire team demonstrates collaboration in creation/presentation of the plan

Principal demonstrates deep understanding of the plan

Principal demonstrates extensive knowledge about school's data

0 _/12

Process

Quality of Academic Goals

Rubric for Review of 2009-10 Campus Improvement Plan

Total points for Quality of Academic Goals:

Total points for Strategies and Actions:

Rater ________________________________________________

Campus ________________________________________________

Wri

tin

g

So

cia

l S

tud

ies

Was principal present? Yes ______ No______

Number of team members present: _______

Sic

en

ce

Strategiesand Practices

Ma

th

EL

A

Supporting Actions

Total points for Team Structure:

Total points for Supporting Actions:

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Next Steps for Presenters

• Review and evaluate Rubric sheets and any verbal feedback you received

• Incorporate feedback appropriately into your CIP plans.

• Discuss how you will maintain focus and celebrate progress

• Evaluate whether there are campus meetings where CIP implementation could be reinforced more effectively

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Sample CIP Excerpts

Demo Only

Note: The following excerpts are used to practice giving feedback using the “Reflection Questions”. See the example in the presentation for a model.

Note: The following excerpts are used to practice giving feedback using the “Reflection Questions”. See the example in the presentation for a model.

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Improvement Snapshot

PRIORITY (Core Subject)

Review your data and reflect on your CIP; select your focus area for improvement.

GOAL (Summary of Needs Assessment)

Develop your improvement goal that will beone of your 3-4 schoolwide priorities in your CIP… what does success look like in measurable terms that will affect all students?

STRATEGY (Research-based)

Review your CIP – which strategies areworking? Which need to be changed?Go to the core practice framework to identify core practices & critical attributesthat will be necessary to meet your goal.

ACTIONS What specific actions will you take at your campus to improve your results?

Demo Only

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PRIORITY 3rd Grade Reading


Increase 3rd grade reading 76.2% to 90%+ (passing) and 35% to 40%+ CCR (Commended %).

STRATEGY (Research-Based)

Professional development (for Pre-K-5th

teachers) detailing how to effectivelyfacilitate small groups to utilize instructional reading interventions targeted at correctingweaknesses evidenced in profile data.

ACTIONSThe following steps will be taken to ensure CIP actions are followed:* Observations * Learning Walks * Scheduling* Data Review of Common Assessments * Collaborative Discussions during PLCs, Vertical, etc.

Demo Only

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PRIORITY WRITINGWriting 89.2% Commended Performance 20.8%


Improve academic rigor school wide in reading by using writing to improve CCR from 90% to 98%


School wide strategies are using• Reflective science notebooks • Rubrics based on grade-level criterion• Prompts given based on specific instructional calendar• Student made portfolios

ACTIONS Practice and arrangements to maintain academic rigor while providing adequate scaffolding so that all students can access higher levels ofinstruction.

Demo Only

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PRIORITY K-8 Math


Move students from 72% meeting standard to 80% and increase CCR rate from 17% to 25% in math


• Student profiles to guide instruction• Flexible grouping• Appropriate pacing & scheduling to allow for retesting• Staff development to strengthen weak areas

ACTIONS Weekly vertical meetings to discuss student progress and identify appropriate strategies to ensure progress.

Demo Only

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PRIORITY LEP population - Reading


Prepare 100% (currently 80%) 3rd grade LEPstudents for reading at 4th grade level & beyond


School strategy – consistent teacherClassroom strategies – focus on vocabulary through word study; target words with pictures

ACTIONS Word Walls with picturesReaders theatre

Demo Only

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PRIORITY Reading


Improve passing rate from 72.2% to 90% and the commended rate from 26.1% to 50% by 2010.

STRATEGY (Research-based) Utilize flexible small grouping.

ACTIONSProvide professional development opportunities including modeling, practice, and opportunities for classroom visitation throughout a six week period in order to effectively implement flexible small grouping.

Demo Only

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PRIORITYStudents at CCR level in all subjects areas.


To sustain 100% of current CCR students at the CCR level year over year.


PK-6th growth plan/ goal setting/ monitor progress/ recognition/ celebration/ use of higher grade level resources to sustain mastery with rigor and challenge.

ACTIONS Honor roll/ Student of the week and month- Provide an enrichment program through technology (video/editing/webpage).

Demo Only

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PRIORITY Reading Fluency and Comprehension in K-2


Each Friday K-2 teachers will conductweekly fluency checks and chart student Progress.

ACTIONSThe reading coach will make weekly visits toK-2 classrooms to ensure daily strategies are being used and to assist teachers as needed.

Demo Only


Increase the fluency and comprehension rates of students in K-2 to better prepare them to attain commended performance on TAKS reading in 3rd grade while attaining the goal of having 90% of K-2 students scoring at the 80% or above on the ITBS.

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PRIORITY Reading


To increase reading passing rate from 65.5% to 90% and to increase Commended Level from 10% to 30%.


Remediate students daily for 60 minutes in identified S.E.’s that were not at 70% TAKS passing rate.

ACTIONS

Identify students with scale scores < 2200 in Aug. for intervention.Form Response to Intervention (RTI) groups in AugustIdentify a common in-school intervention hour.Use Special teachers and T.A.’s to monitor students with scale scores > 2200 during RTI time

Demo Only

Documents

1 CIP Peer Panel/Roundtable. 2 CIP Panel Table of Contents & Tips Objectives, Agenda and Schedule –Suggested email and templates for setting up CIP Panel/Peer