1

CSIP: Clarifying RetreatJune 2010

2

TODAY

Observations

Hypotheses

Connection to Student

Performance

CSIPASPIRING GoalStaff Development

Objectives & Actions

3

Reviewing Improvement Goals

Improvement goals are the bridge from data analysis to improvement planning.

DataAnalysis

Improvement Planning

GOALS

4

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

5

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, 2009.

Sample Goal #2

We, the staff of Jefferson Elementary School, will increase the vocabulary and word meaning skills of all K-6 students by May, 2009 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.

6

Sample Goal #3As 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 2009.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 2009. 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 2009.

7

ASPIRING GOALS

8

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.

9

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.

10

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, …

11

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.

12

Stretch, for example2007-08 2008-09 2009-10

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

72% proficient/advanced on WKCE

75% proficient/advanced on WKCE

95% show lexile growth

13

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 …

14

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.

15

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 …

16

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, 2010.

•… on the spring, 2010 assessments.

17

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

18

1. Goal Development Task

09-10 CSIP Goal REACh Goal Data Dig Observations/Hypotheses Other data

Use the ASPRIRING Goals template/ materials and any/all of the following to craft your 10-11 CSIP Goal:

19

2. Staff Development Task

Brainstorming ActivityUsing Post-its, each person is to list one

SD action or activity per Post-it that will support the 10-11 CSIP Goal.

Place the Post-its on the large NSDC chart paper by similar actions or activities within the appropriate category; i.e. content, context or process focus.

20

Foundations of CSIP

Response

to

Instruction

Collaborative

Culture

Of

Improvement

StrategicFamily

&Community

Partnerships

21

Foundations connections

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

22

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

23

3. Objectives and Actions Tasks

Identify which SD actions and activities support which Objective area.

Write Objective statements for each of the three (3) Objective areas.

Identify actions, resources, timelines, and who is taking the lead for the actions.

24

For the Commitment Retreat

Between now and our August 19 Commitment Retreat, you must complete drafting your site CSIP; goal, objective statements, and action plans.

Designing School-Wide RtI Systems for Student Success

25

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