CIP Part II: Goals to Address Academic Needs

1. CIP Part II: Goals to Address Academic Needs

2. The Writing Process • Goals • Strategies • ActionsSteps • Benchmarks • Intervention

4. The Flow of the CIP Process

5. Writing the Goals forReading and Math

7. Increase the percent of 11th grade students scoring proficient (Level III and IV) in Math on the AHSGE from ___% to ___% during the 2012 – 2013 school year.

8. Third Grade Reading by Subgroup

9. A SMART Goal By the end of the 2012-2013 school year, we will increase the number of students scoring proficient in Math for grades 3 – 8 on Spring ARMT to: 3rd grade 85% - 95%, 4th grade 86% - 94%, 5th grade 85% -94%, 6th grade 76% - 91%, 7th grade 78% - 91% and 8th grade 80% - 93%.

10. SMART Goal • To increase the percent of the special ed sub group scoring proficient by 35% in reading on the ARMT to 96% by Spring of 2013.

14. The Flow of the CIP Process

15. Strategy How is it written in the eCIP? Strategy Name- Short descriptive title of the strategy Description of Strategy- What is the “big idea”?

16. Strategy Name: Differentiated Instruction Description of Strategy: Provide differentiated instruction on math standards incorporating a variety of instructional, grouping, and assessment strategies.

17. Differentiated Instruction Provide differentiated instruction on math standards incorporating a variety of instructional, grouping, and assessment strategies.

19. The Flow of the CIP Process

20. Action Steps • What steps of the strategy are non negotiable for the success of your students? • Try to make the steps sequential -make sure it flows. • Describe what teacher and student behavior will be seen in the classroom. • Make sure the steps have RIGOR.

21. Description-What will happen in the classroom? When/how often will it happen? and Who is responsible for the implementation of the step?

22. Action Step Name: Pacing Most Missed Standards Description of Action Step: All math teachers will un-wrap the most missed math standard for their grade level in August and adjust their pacing guides to incorporate revisiting these standards throughout the year.

24. The Flow of the CIP Process

25. Benchmarks • Progress measurement is necessary for the overall strategy and each action step. • As a team/school you must determine your checks for the transfer of learning, checks for accuracy, extent, depth and gaps in learning.

26. Strategy Differentiated Instruction: Provide Differentiated instruction on math standards incorporating a variety of instructional, grouping and assessment strategies. Strategy with Benchmark After each administration of STI assessment, there will be a minimum of 3% increase in the number of students mastering the most missed standards

27. The Benchmark for each action step should measure the implementation of the step. Action Step • All math teachers will unwrap the most missed math standard for their grade level in August and adjust their pacing guides to incorporate revisiting these standards. • Benchmark:100% of math teachers unwrap most missed standard and adjust pacing guides throughout the year.

29. The Flow of the CIP Process

30. Intervention Sample Interventions: • Repeated opportunities for practice and review. • Increased time on task, engaged in instruction and practice. • Drill repetition and/or practice review. • Opportunities for completing tasks in smaller steps. • School staff needing assistance will be assigned to a mentor.

32. Points to Remember 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