INSTRUCTIONS - My Data Portal - Dallas ISD



CIP Worksheets

The material in this document will enable you to complete the CIP planning activities with your campus teams. These worksheets guide you and your teams through the various critical thinking and reflection steps that are basic to the CIP process. Here are the suggested activities:

• Based on review of your school data, identify your top priorities. Write a summary of needs assessment as a SMART goal using the Reflection and Goal-Setting Worksheet and your most compelling CCR data picture.

• Map your CIP strategies to the Core Practice Framework and reflect on your strategies using the CIP Strategy Mapping Worksheet.

• Select the strategy most impactful to your goal and drill-down using the Core Practice Worksheet.

• Develop the focused actions needed to implement your key strategies with your teacher groups using the Focused Action Planning Template. Get feedback on your plan using the CIP Reflection Questions.

Reflection and Goal-Setting Worksheet

|Write a summary of needs assessment as a SMART goal for each priority/subject area. |

|Priority 1 Subject | |

|Priority 2 Subject | |

|Priority 3 Subject | |

|Priority 4 Subject | |

|Priority 5 Subject | |

Directions

1. Data Reflection: Reflect and review data from MyData Portal CIP Homepage with your CILT and teachers.

a. Go to TAKS GPS to reflect on last year’s goals (by subject/grade, teacher, student)

­ Where did we meet them?

­ Where did we exceed or fall short?

b. Go to CCR Charts and reflect on the following questions:

­ How do your CCR rates compare to your passing rates?

­ What are the trends in CCR and passing rates in each grade/subject across years?

2. Goal Setting

a. Based on your data reflection, select the most compelling data pictures and determine your top priorities.

b. For each priority, develop a Summary of Needs Assessment that includes the following:

- Is anchored in a high standard such as CCR or Commended

- Impacts all students (e.g. raise all students one band)

- Describes what the campus must do to achieve its performance target (e.g. from 18% to 40%)

- Compare your final goals for a subject/grade to your TAKS GPS goals based on your enrollment (Aug)

c. Write each Summary of Needs Assessment as a SMART goal using the following criteria:

­ Specific, Measurable, Actionable, Results oriented, Time-based

Example: In 4th grade reading, all students will grow at least one band and increase from 18% to 40% CCR by April 30, 2010.

Reflection and Goal-Setting Worksheet Example

1. Data Reflection

a. MyData Portal CIP Homepage - TAKS GPS

Reflect on your last year’s goals set: Where did we meet, exceed or fall short of our goals by

subject/grade, teacher and student?

[pic]

b. MyData Portal Homepage - CCR Charts

Reflect on the following questions:

­ How do your CCR rates compare to your passing rates?

­ What are the trends in CCR and passing rates in each grade/subject across years?

Reflection and Goal-Setting Worksheet Example (Continued)

2. Goal Setting

Goal Example:

|Write a summary of needs assessment as a SMART goal for each priority/subject area. |

|Priority 1: Reading |In 4th grade reading, all students will grow at least one band and increase from 18% to 40% CCR by |

| |April 30, 2010. |

|Priority 2: Subject | |

|Priority 3: Subject | |

|Priority 4: Subject | |

|Priority 5: Subject | |

In August, compare your goal to the TAKS GPS goal set in MyData Portal based on your campus enrollment for that grade/subject. E.g. Based on growing 1 band, current CCR goal is 26.3%. Need 14% from Band 1 students grow more than 1 band to reach your goal of 40%.

CIP Strategy Mapping Worksheet

[pic]

|List key word or Reference # from CIP Strategies by Theme (below) for each Priority / Subject Area (right) |Priority / Subject Areas |

| |Math |Reading |Science |Writing |Social Studies |

|Theme 1: Student Learning Expectations & Outcomes | | | | | |

|Theme 2: Staff Selection, Leadership & Capacity Building | | | | | |

|Theme 3: Instructional Programs, Practices & Arrangements | | | | | |

|Theme 4: Monitoring, Compilation & Use of Data | | | | | |

|Theme 5: Recognition, Intervention & Adjustment | | | | | |

Directions:

1. Identify where your CIP strategies/actions correlate to the themes in the Core Practice Framework.

2. Indicate whether this is school level (s) or classroom level (c).

3. Look at your strategies and reflect on the following questions:

­ Are all my strategies coming from the same theme?

­ How well have we implemented these strategies and did we get the intended results?

­ What would give us a greater lift?

CIP Strategy Mapping Worksheet Example

[pic]

|List key word or Reference # from CIP Strategies by Theme (below) for each Priority / Subject Area (right) |Priority / Subject Areas |

| |Math |Reading |Science |Writing |Social Studies |

|Theme 1: Student Learning Expectations & Outcomes |

|CIP Strategy and Theme: |

|Critical Attribute: |

|Self-Audit Questions and Answers: |

Directions:

1. Write the goal for your top priority in the Summary of Needs Assessment box.

2. List the CIP strategy that best supports your goal and the corresponding theme in the Theme box.

3. Using your Core Practice Framework, find the critical attribute for that strategy and write it in the Attribute box.

4. Read and answer the Self-Audit questions under that critical attribute.

5. Have a discussion with your group about your findings.

Core Practice Worksheet Example

|Summary of Needs Assessment (Goal): |

|In 4th grade reading, all students will grow at least one band and increase from 18% to 40% CCR by |

|April 30, 2010. |

|CIP Strategy and Theme: 3 Instructional Programs, Practices and Arrangements (page 28-29) |

|Small group instruction shall be conducted in all classrooms to allow for individualized/differentiated instruction |

|Critical Attribute: Classroom Critical Attribute 5 of 5 (page 35) |

|Flexible grouping arrangements provide individualized and small group instruction to the greatest extent possible |

|Self-Audit Questions and Answers: |

|We decided as a group to conduct small group instruction a minimum of 3 times per week this past year. After discussing it among our group we feel that small group instruction should be |

|occurring on a daily basis. It was also discussed that additional professional development on setting up centers was needed for our 1st and 2nd year teachers. |

|Our flexible groups stayed pretty much the same once formed. We must look at developing periodic (Every 6 weeks) assessments that will allow our students to move on to the next group once they |

|reach the reading goals of the group they are in. |

Instructions: Focused Improvement Action Planning

This format can also be used to gather input from your classroom teachers and to share with others at your campus or learning community. It reinforces the CIP planning process:

1) Priority: Review your data and reflect on your CIP; select the most critical core content area for improvement

2) Summary of Needs Assessment (Goal): Use a concise priority goal statement (not a strategy) that encompasses all students in specific, measurable terms based on data review.

3) Research-based Strategy: Review your CIP. Which strategies are working? Which need to be changed?

Go to the Core Practice Framework to identify core practices and critical attributes that will be necessary to meet your goal.

4) Actions: List the detailed actions that will be necessary to implement each selected strategy.

5) Person Responsible: Identify the person who will be held accountable for successfully completing each action. This person may coordinate and / or participate in executing the action required.

6) Formative / Summative Measures: Define how you will know that the action was:

(a) Completed or how often (e.g. every week, daily?)

(b) Done correctly (formative measures).

What data (summative measure) will be used to improve the process?

7) Resources Needed: Identify additional resources that will be required and / or current operational processes and meetings that should be leveraged to efficiently complete the action. Note any Title I, SCE, Stimulus, and/or School Improvement resources (funding and FTEs) that will be used and indicate the Title I component in the Title I column of the respective action step.

8) Timeline: Define the date by which the action should be completed. If it is a recurring action, identify the how often it should occur (weekly, monthly).

Focused Action Planning Template

Student Achievement and Professional Development: Summary of Needs Assessment

Priority |Summary of Needs Assessment (Goals) |Reference/Data Source |Research Based Strategies |Strategy No. |Title I | | |

| | | | | |Student Achievement and Professional Development: ACTION PLANS

No. |Action Steps |Academic Area |Student Group |Person Responsible |Start Date |End Date |Resources |Summative Formative Measure |Title I | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

Focused Action Planning Example

Student Achievement and Professional Development: Summary of Needs Assessment

Priority |Summary of Needs Assessment (Goals) |Reference/Data Source |Research Based Strategies |Strategy No. |Title I | |Reading |In 4th grade reading, all students will grow at least one band and increase from 18% to 40% CCR by April 30, 2010.

|MyData Portal |Implement flexible grouping arrangements to provide individualized and small group instruction to the greatest extent possible.

|1.1.0 |Comprehensive Needs Assessment | |Student Achievement and Professional Development: ACTION PLANS

No. |Action Steps |Academic Area |Student Group |Person Responsible |Start Date |End Date |Resources |Summative Formative Measure |Title 1 | |1.1.1 |Identify and study examples of mastery-level student work for each unit in the district’s 4th grade reading curriculum. |4th Grade Reading |All |C. Minor |9/1/2009

|4/30/2010 |Student work |Examples of mastery-level student work | | |1.1.2 |After each unit’s common assessment, 4th grade reading teachers will visit the classroom where student achievement was the highest, to observe the teacher delivering a model reading lesson. |4th Grade Reading |All |C. Minor |9/1/2009

|4/30/2010 |- Common assessment results from each reading unit

- Schedule for reading units |Common assessments | | |1.1.3 |During reading instruction, we will organize students into small groups based on the results of the previous week’s common assessment.

|4th Grade Reading |All |A. Romano |9/1/2009

|4/30/2010 |- Purchase Kidney tables

- Grouping template

- Common assessment results |Common assessment results, small group chart

|Activities to ensure students having difficulties are provided with effective and timely additional assistance | |

CIP Reflection Questions

• 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 Practice 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?

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(Classroom) Teacher Level

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