1 clarifying retreat. 2 today observations hypotheses connection to student performance csip...
TRANSCRIPT
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Clarifying Retreat
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TODAY
Observations
Hypotheses
Connection to Student
Performance
CSIPASPIRING GoalStaff Development
Objectives & Actions
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Reviewing Improvement Goals
Improvement goals are the bridge from data analysis to improvement planning.
DataAnalysis
Improvement Planning
GOALS
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ASPIRING GOALS
A Assessable
Measurable with a defined assessmentprocess or tool
S Specific Intensity of focus for students
P Purposeful
Stretches with a measurableacceleration of improvement
I Inclusive Includes all students in the school
R Reinforcing
Reinforces and aligns withdistrict strategic action plans
I Involving Involves all staff as “doers” of the goal
N Now States the target data as acurrent annual goal
G Gaps Addresses equity in success
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Sample Aspiring Goal
All teaching staff at Elm Creek Middle School will improve skills in analyzing expository text of all 6th, 7th, and 8th grade students, so that at least 85% of the students achieve at proficient and advanced levels, while accelerating the performance of students with disabilities, so that at least 67% of SwD achieve proficient or advanced levels, as measured on the 6th, 7th and 8th grade reading benchmark spring assessments by May, 2012.
We, the staff of Jefferson Elementary School, will increase the vocabulary and word meaning skills of all K-6 students by May, 2012 in the following manner: 80% of at-risk and 90% of non at-risk kindergarten students will show proficiency or advanced proficiency on the K vocabulary assessment 80% of at-risk and 90% of non at-risk first grade students will score proficient or advance on the 1st grade skills assessment (vocabulary sections/Harcourt) 80% of at-risk and 90% of non at-risk 2-6 grade students will score within one standard deviation of the mean on the MAP word meaning/content section.
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As a community of learners, Lincoln staff and students will collaborate and monitor a student’s rate of progress every 6-8 weeks to ensure that the level of learning will be accelerated for each student. Benchmark measures include: Increase from 60% of students meeting their end of the year benchmark to 80% of the students meeting their end of the year benchmark by June 2012.Increase from 35% of all SwD students meeting their end of they year benchmark to 50% of the SwD students meeting their end of the year benchmark by June 2012. Increase from 50% of all ELL students meeting their end of the year benchmark to 70% of all ELL students meeting their end of the year benchmark by June 2012.
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ASPIRING GOALS
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The following slides provide information that defines/explains each of the characteristics of an ASPIRING Goal.
Please review and use this information as you craft your CSIP Goal.
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A Assessable
Measurable with a defined assessmentprocess or tool
A. ASSESSABLE- measurable with an assessment process or tool
Names the Assessment – Names the specific tool(s) or process to be used to measure the goal.
Incomplete Naming – Suggests the process without explicitly stating what it is.
No Assessment – Does not list the measuring device(s) or process for the goal.
… as measured by the 5th grade 4th quarter reading comprehension benchmark assessment.
… on the kindergarten numbers exit checklist.
… as assessed with the AASD writing process 8th grade rubric for persuasive writing.
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S Specific Intensity of focus for students
S. SPECIFIC-intensity of focus for students
Sharp – This goal has a sharply intensified focus on specific student learning or behavior skills.
Directed – This goal has a sense of direction on certain student skills.
Broad – This goal is a statement of improvement in a broad or ambiguously stated area of skills.
… in reading fluently fiction and nonfiction text in all content areas …... in drawing inferences from literal and informational text …… in word meaning on grade level targeted vocabulary in the content areas, so that ……in literal and analytical comprehension of technical and nonfiction text, …
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P Purposeful
Stretches with a measurableacceleration of improvement
Accelerate, Stretch & Intensify!
Lower and
Slower
P. PURPOSEFUL-stretches with a measurable acceleration of improvement
High Expectations – This goal shows that the trajectory of improvement is accelerated enough to make significant, but reasonable, measurable gains for students.
Solid Growth – This goal shows solid growth in measured skill proficiency of students.
Inches Along – This goal shows conservative increments of improvement.
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Stretch, for example2009/2010 2010/2011 2011/2012
61% at proficient/advanced on MAPs
67% at proficient/advanced on MAPs
80% at proficient/advanced on MAPs
57% at grade level reading benchmark
60% at grade level reading benchmark
85% at grade level reading benchmark
81% meeting targeted growth on MAPs
76% meeting targeted growth on MAPs
95% meeting targeted growth on MAPs
77% proficient/advanced on WKCE
83% proficient/advanced on WKCE
95% show lexile growth
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I Inclusive Involves all students in the school
I. INCLUSIVE-involves all students in the school
Inclusive – This goal will have a positive impact on the learning of all students; and also may have a sharper impact on a specific group of students.
Majority – This goal will involve a majority of the students.
Few – This goal involves a subset of students.
… so that …85% of all kindergarten students …; 89% of all 1st grade students; 91% of all 2nd grade students
… 81% of all 6-8 grade students and 75% of all studentswith disabilities …
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R Reinforcing
Reinforces and aligns withdistrict strategic action plans
R. REINFORCING-reinforces and aligns with district strategic action plans
Fully Aligned – The goal is directly aligned to achievement of a district strategic goal.
Partially Aligned – This goal is partially aligned to a district’s strategic goal.
Not Aligned – This goal is not aligned with any of the district’s strategic goals.
Check that the student outcome in the goal is aligned with district strategic goals.
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I Involving Involves all staff as “doers” of the goal
I. INVOLVING-involves all staff as “doers” of the goal
All Staff – Explicitly states that all staff in the school will be involved and responsible for implementing the goal.
Suggests Staff – Implies which staff will be implementing the goal.
No Staff – Does not state which staff are involved or responsible for implementing the goal.
•We, all staff of Willmar Middle School, will …
•We, all educators in Heritage Elementary school will collaborate to improve the …
•All teaching pupil services staff of Bayport High School will work as a professional learning community to …
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N Now States the target data as acurrent annual goal
N. NOW- states the target date as a current annual goal
Specific Date – Specifies the date as an annual target date by which the goal will be achieved.
Window of Time – Suggests a period of time for the goal to be accomplished that may extend beyond the current timeframe.
No Date or Extends Beyond – Lacks a due date to accomplish the goal or sets a due date that is far beyond “now”.
The due date is written for the goal to be measured and accomplished within the current school year.
•… by May, 2012.
•… on the spring, 2012 assessments.
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G Gaps Addresses equity in success
G. GAPS-addresses equity in success
Equity-Oriented – Focuses on closing gaps and toward equitable success between underperforming student groups and their comparison groups.
Suggests Equity – This goal suggests closing gaps between groups – and is not explicit.
Misses Equity – This goal has little or no reference to closing gaps or meeting individual needs.
If any gaps exists, they must be addressed in the goal.
… at least 85% of all students meet targeted RIT growth, while the median RIT gap between students with disabilities and nondisabled students decreases by 10 RIT points… 99% of boys and girls with below grade level reading benchmark in grades k-4 reach grade level benchmark while boys and girls at grade level benchmark increase by 2 levels by …… 100% of boys in grades 9-12 increase their Lexile levels from fall to spring, and 90% of girls increase their lexile levels from fall to spring
Crafting Your Plan
As your prepare to write goals and actions for the objectives in your CSIP plan, it’s important to remember how the Foundations of CSIP align with AASD Board of Education Goals in the areas of Reading, Writing, Math, and Behavior (PBIS).
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Foundations of CSIP
Response
to
Instruction
Collaborative
Culture
Of
Improvement
StrategicFamily
&Community
Partnerships
Foundations connections
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Response to Instruction:
Interventions &
Enrichments
Universal: Academic and behavioral strategies to assure high engagement; differentiation; high rigor to achieve the goal for all students
Selected & Targeted: Academic and behavioral strategies for effective interventions for struggling learners and effective enrichments for advanced learners
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Foundations connections
Collaborative
Culture
Of
Improvement
Assessment & Data Use: Strategies for periodic assessments and classroom formative assessments FOR learning; effective data management
Collaborative Culture: Strategies for frequent professional learning communities to do the work of improvement toward achieving the goal
Student Success: Strategies that eliminate failure and provide success for every student; grading reform; positive school climate with support
Professional Learning: Strategies for relevant and effective professional development of all staff to support achievement of the goal
Strategic Family &
Community Partnership
Strategies to involve parents positively in their children's learning; to involve the community in school-wide efforts
CSIP Foundations & AASD
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Our Continuous School Improvement Process supports accountability to the 3 identified AASD Board of Education
Goals by crafting school improvement plans that address the objectives of:
Response to Instruction
Collaborative Culture of
Improvement
Family and Community
PartnershipsHighly differentiated
and engaging environments
supporting increased learning for each
student.
High-quality staff development that assures effective
instruction for each student.
Active involvement and open
communication between and among
families and the community.
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CSIP Goal Development Task
review 10-11 CSIP Goal Data Dig Observations/Hypotheses Other data
Use the ASPRIRING Goals template/ materials and any/all of the following to craft your 11-12 CSIP Goal:
RtI Obejctive
Review the RtI model on the following slide as you prepare to write objectives and actions for RtI.
REMEMBER: We are moving toward “highly differentiated and engaging environments supporting increased learning for each student.”
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Designing School-Wide RtI Systems for Student Designing School-Wide RtI Systems for Student SuccessSuccess
Academic Systems Behavioral Systems
Universal:•All Students•Preventative & Proactive
Universal:•All Settings, All Students•Preventative & Proactive
Targeted:•Some Students•High Efficiency•Rapid Response
Targeted:•Some Students•High Efficiency•Rapid Response
Intensive:•Individual Students•Assessment-Based•High Intensity
Intensive:•Individual Students•Assessment-Based•Intense, Durable Procedures
Universal
Selected
Targeted
How will we improve academic and/or social/behavioral
support so that all classroom practices effectively engage
every learner?
How will we improve academic and/or
social/behavioral support for struggling learners and
enrichments for advanced learners?
How will we provide intensive academic and/or social/behavioral support
for struggling learners and enrichments for advanced
learners?
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Staff Development Objective
Review the NSDC Standards as you prepare to write objectives and actions for Staff Development.
REMEMBER: We are looking for “high-quality staff development that assures effective instruction for each student.”
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Staff Development Objectives and Actions Tasks
Identify which SD actions and activities support which Objective area.
Identify actions, resources, timelines, and who is taking the lead for the actions.
Family & Community Partnerships Objective
As you prepare to write objectives and action for the final objective, who is going to help you achieve your CSIP goal for the coming year?
REMEMBER: We are moving toward “active involvement and open communication between and among families and the community.”
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For the Commitment Retreat
Between now and our August 18 Commitment Retreat, you must complete drafting your site CSIP plan which include goals, objective statements, and action plans.