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• 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 PLANSAlabama State Dept.
of Education Continuous Improvement
http://www.alsdecip.com/
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 sheetsThe 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 Box Evidence – 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 sheetsThe 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 Box Evidence – 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
Worksheet
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 sheetsThe 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 Box Evidence – 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)
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Grade 3 73 73 77 77 81 85 88 92 96 100
Grade 4 68 68 73 73 77 77 82 86 91 95 100
Grade 5 73 73 77 77 81 85 88 92 96 100
Grade 6 74 74 78 78 81 81 85 89 93 96 100
Grade 7 63 63 68 68 74 79 84 89 95 100
Grade 8 43 43 51 51 59 59 67 76 84 92 100
Grade 11 81 81 84 84 86 86 89 92 95 97 100MATHEMATICS
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Grade 3 63 63 68 68 74 79 84 89 95 100
Grade 4 61 61 67 67 72 72 78 83 89 94 100
Grade 5 59 59 65 65 71 77 82 88 94 100
Grade 6 39 39 48 48 56 56 65 74 83 91 100
Grade 7 40 40 49 49 57 66 74 83 91 100
Grade 8 48 48 55 55 63 70 78 85 93 100
Grade 11 68 68 73 73 77 77 82 86 91 95 100
SMART GOALSSpecific
• Clearly define the outcome that you want to achieve
Measurable• Establish
concrete measures of success
Attainable• Push 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/OR
• Consider 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 achieve
Measurable
• Establish concrete measures of success
Attainable• Push 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/OR
• Consider areas of needed improve-ment
Time Bound
• Create a sense of urgency by defining when the goal will become reality
Increase the percent of 11th grade students scoring proficient (Level III and IV) in Math on the AHSGE from
___% to ___% during the 2011 – 2012 school year.
Sub GroupWhere we
are… (2011 results)
Where we need to be! 2011 2012
% of difference Grade Level Reading Goal
All Students 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 2012.
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 2012.
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 2012.
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 2012.
Black 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 2012.
Hispanic 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 2012.
White 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 2012.
Limited English
Proficient88% 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 2012.
Free/Reduced 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 2012.
Third Grade Reading by Subgroup
Sample CIP
Writing Goals, Strategies, Action Steps, etc
Worksheet
13
Exploring the Plan Page
The plan has been started. Once you have completed all sections you may submit your plan for review.
CIP Worksheet – Top Portion
Short name of Goal: Increase Reading AchievementDescription of Goal: By the end of the 2011-2012 school year, we will increase the number of students scoring proficient in Reading for grades 3-5 on Spring ARMT: 3rd from 72% to 92%; 4th grade from 67% to 91%; 5th grade from 45% to 92%Data Results on Which Goal is Based: ARMTTarget Grade Level: 3rd - 5th 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 sheetsThe 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
INTERVENTIONS
RESOURCES
SHORT NAME
DESCRIPTION OF STRATEGY
What research based strategy and actions will be used to improve academic performance?
S1. Strategy Name: Reading ComprehensionDescription 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 actions will be used to improve student academic performance?
AS1. Action Step Name: Direct, Explicit InstructionDescription 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 BoxCompleted Observation Checklists
Evidence Walk-Through – Observation checklists
Direct, Explicit
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
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
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
RESOURCESAlabama Department of Education: School Improvementhttp://alex.state.al.us/si/
MCPSS.com
