The CIP Evidence Box

1. The CIP Evidence Box Tips for Organizing and Maintaining Evidence

2. District Guidance Denise Stamps-Johnson School Improvement Specialist, MCPSS

3. District Guidance • Mobile County Public School System • First Year to Implement CIP • Transitioned from “Blue Box/SAE” Documentation to CIP Evidence Box Documentation • Schools needed guidance for how to organize and maintain documentation

4. District Guidance • e-CIP Evidence Guide 2011-12 • Developed at the Central Office level • Designed to guide individual schools • Lists items needed to document each part of the CIP • Directions for completing Evidence Folders (p. 6) for parts II, III, and IV

5. Collecting Evidence Jennifer McClure Middleton Title I Facilitator/Intervention Teacher, Denton Middle

6. Getting Started with Evidence • Important Tip: Complete your “CIP Walkthrough and Evidence Box Forms” first. • These forms clearly outline your action steps, benchmarks, WT Evidence, and Evidence Box Items for each CIP Goal/Strategy. • This information will be easy to copy on to folder labels.

7. Getting Started with Evidence • Plan Well for CIP Evidence • Evidence should measure the progress you are making toward reaching benchmarks and goals. • Ask: Does the evidence truly reflect what I want to measure? • Example:“Profession Learning Communities In Action” (PLCIA) forms can be used to document 100% attendance and collaboration between learning community members during PD meetings.

8. Getting Started with Evidence • Plan Well for CIP Evidence (continued) • Make sure the evidence is accessible. • Ask: Will I be able to gather the evidence efficiently and with relative ease? • Example:Our Assistant Principal requires department heads to submit PLCIA forms each Friday afternoon. She reviews them for attendance and content.

9. Getting Started with Evidence • Plan Well for CIP Evidence (continued) • Maximize the use of each form of evidence. • Ask: Can this piece of evidence be used to measure more than one benchmark? • Example: The same weekly PLCIA forms are used for any action step that requires evidence of professional development attendance and collaboration.

10. Getting Started with Evidence • Plan Well for CIP Evidence (continued) • Use system required documentation as evidence when possible. • Ask: How can I use what I already document and analyze to measure progress? • Example:Since PLCIA forms are already required for PD activities, the committee chose to make them part of our CIP evidence.

11. Setting Up the Evidence Box • Designate a place (filing cabinet, rolling carts, crates, etc.) to house Evidence Box folders, binders, etc. • Carefully read through the “eCIP Evidence Guide” provided by MCPSS Academic Affairs or any other guide provided by your Central Office. • Create folders for each item. • Start with items listed in your guide. • Add items for any additional evidence that is needed for your school’s CIP or special programs/initiatives.

12. Creating Folder Labels • First, create “tab labels” for folders. • Next, summarize action steps on larger labels to be placed on the front of folders. Copy/paste this information from your “CIP Walkthrough and Evidence Box Forms”. Part I-Needs Assessment Academic Data ARMT Part II: Academic Needs G1: Increase Reading Proficiency S1: Target Reading Comprehension G1.S1.AS1. - Unwrapping Reading Content Standards Reading - S1.AS1.Action Step:Unwrapping Reading Content Standards Description: During common planning times in September and October 2011, Core LA, LA SPED, and Social Studies Teachers will collaborate to unwrap reading content standards. Teachers will work with the School Improvement Coach to identify grade level reading content standards and develop a “Pacing within Pacing” plan for instruction. Benchmarks:100% of Core LA, LA SPED, and Social Studies Teachers will participate in PD (collaboration) for unwrapping reading content standards as evidenced by PLCIAs of meetings during common planning times. Evidence:PLCIAs

13. Gathering Evidence • Designate one person to oversee maintenance of the evidence box. • Try not to overwhelm one person with evidence collection. • Refer to the “CIP Walkthrough and Evidence Box Forms” to plan for the “Ws” of evidence collection. • What items need to be collected? • Who will collect each item? • When will each item be collected and filed? • Where will items be stored or filed? • Utilize collection baskets to place items into before they are filed in the evidence box.

14. Filing Evidence in Folders • Consider where the evidence should be filed. • Someitems may need to be filed in only one place. • Place these items in their appropriate folders. • Other items may need to support implementation of multiple activities. • Decide the primary location of each item. • Insert a note in any other folders that require the same item to direct the reviewer to the appropriate place. • If an item is housed outside of the evidence box, insert a note to direct the reviewer to the appropriate location and/or person. Part II - Academic Needs: PLCIA Forms are completed each week to document Content Area Team Meetings, collaboration for CIP action steps, professional development with the School Improvement Coach (SIC), etc. PLCIA Forms are completed by Department Chairpersons throughout the week and are submitted to the Administrators for review at the end of each week. PLCIA forms are kept on file in the Assistant Principal’s office during the current quarter. At the end of each quarter, weekly PLCIA forms are filed in the Evidence Box in Part VII – Professional Learning.

15. Measuring Progress Gina McClure Data/Intervention Teacher, Denton Middle

16. Measuring Progress • Review your “CIP Walkthrough and Evidence Box Forms” to decide how you will communicate the progress you have made toward reaching benchmarks and goals. • Designate one person to oversee data collection. • Assign different individuals to submit data to your data designee. • Examples: • Attendance Paraprofessional submits quarterly “Tardy Sweep” data. • ESL Teacher submits quarterly EQT and Grade Analysis. • Involve teachers in collaborative data analysis whenever possible.

17. Measuring Progress • How will each form of evidence be presented for review? • Some evidence speaks for itself. • Examples: PLCIAs, Agendas, Sign-in Sheets, etc.

18. Measuring Progress • Consider compiling evidence and attaching a written summary.

19. Measuring Progress • Some evidence should be graphed to show progress over time. • Example: ELL Universal Screening Results

20. Measuring Progress • Design graphs to communicate the goal and progress made.

21. Measuring Progress • Some evidence should be graphed and charted to show progress over time. • Examples: Office Discipline Referrals, Student Suspensions, and PST/RtI

22. Measuring Progress • Design graphs and/or charts to communicate the goal and progress made.

23. Planning for Success • Plan ahead for evidence collection. • Designate more than one individual to collect, analyze, and maintain evidence. • Schedule evidence submission/collection. • Create spaces for evidence collection on Day 1. • Schedule filing days. • If you remove evidence to be used for some purpose, use markers to hold the place until it is returned. • Remember, your “CIP Walkthrough and Evidence Box Form” is a helpful guide.