CIA Process
August 12, 2014

Written - Curriculum

Written - Curriculum
Taught - Instruction

Written - Curriculum
Tested - Assessment Taught - Instruction

• “Good things” were happening each day in classrooms all across our district but these “good things” were not happening in a guaranteed and systematic way
• There were “pockets” of implementation
• Random acts of improvement
• What we were currently doing was not going to get us where we wanted to be

The Goal
Working Hard on the “Right Things”
We wanted to develop a process based on what we considered to be the most important activities(the right things) that should be taking place on every campus in our district.
After deciding on those activities, we had to define the “beginning, developing, and accomplished teacher.”

The Goal
Working Hard on the “Right Things”
We wanted to develop a process based on what we considered to be the most important activities(the right things) that should be taking place on every campus in our district.
After deciding on those activities, we had to define the “beginning, developing, and accomplished teacher.”

CIA Process
Components
• Prior year STAAR Data Disaggregation
• STAAR/EOC/TAKS performance and goal setting
• Six Week Formative/Mock assessments
• Collaboration (PLC)
• Technology integration

CIA Process
Components
• Prior year STAAR Data Disaggregation
• STAAR/EOC/TAKS performance and goal setting
• Six Week Formative/Mock assessments
• Collaboration (PLC)
• Technology integration

What we know
Concerning STAAR/EOC/TAKS
• Concerning STAAR/EOC/TAKS
– All teachers needed to disaggregate STAAR/EOC/TAKS data and understand how students are performing
– All teachers needed to be setting STAAR goals
– More than just knowing how many students passed last year
– Down to the student expectation level
– Principals needed a way to make comparisons between teachers to identify strengths and weaknesses on their campuses and discuss improvements

STAAR/EOC/TAKS Data Disaggregation
Using DMAC
• Beginning
– Prior STAAR/EOC/TAKS results are recorded by TEKS taught
• Developing
– Individual Students,
– sub groups
– Pass/fail
• Accomplished
– Broken down by S E, objective, and sub groups

• Beginning
– Specific goals have been set before start of the year.
• Developing
– Documentation that goals have been reviewed after each assessment.
• Accomplished
– Notation by specific objective if goal is being met.

• Research indicates one of the most powerful strategies for improving student learning is the creation of frequent, common formative assessments by teachers who are working collaboratively to help students develop agreed upon knowledge and skills

What we know
Concerning Formative Assessments
• We need to improve our process for analysis of formative assessment data
• We need to improve our methods for intervening with students based on our formative results
• We need to improve the quality of our formative assessments

• Beginning
– Formative assessments are planned prior to the beginning of the school year.
• Developing
– Formatives are correlated with the scope and sequence
• Accomplished
– Adjustment is made based on student performance identified in data analysis.

What we know
Concerning PLC
• Teachers need to share lessons and peer coach
• Our teachers were collaborating but had no guide to lead or direct the collaboration
• Meeting is one thing….collaborating is quite a challenge
• The four key questions….

The GISD CIA process is designed to answer four questions.
1. What do we want each student to learn?
2. How will we know when each student has mastered the identified skills?
3. How will we respond when a student doesn’t learn?
4. How do we extend learning for students that have mastered the identified skills?

• Beginning
– Collaboration meetings scheduled before school begins
• Developing
– Team collaboration reflects: data analysis, instructional strategies, intervention, etc
• Accomplished
– Cross curriculum collaboration is occurring. Plan of
Action is implemented.

What we know
Concerning the elusive “district initiative”
• Marzano’s high yield instructional strategies…our teachers had received training in these strategies and had THE book
• Pockets of implementation
• Random act of improvement

• Beginning
– High Yield Strategies are discussed as indicated on the team collaboration template.
• Developing
– Documentation of 2 strategies used per six weeks
• Accomplished
– Evidence of additional strategies used

Marzano’s High-Yield Instructional
Strategies

• Beginning
– Identify students/whole class/small group receiving interventions
• Developing
– Identify specific SEs/skills area of need for students receiving intervention
• Accomplished
– Evidence of reteaching/the how, the when/the results

What we know
Concerning Technology
• Technology integration can serve as a catalyst for accelerating the learning
• This had been a GISD “requirement” since the early 90s
• Documented using Eduphoria

• Beginning
– Evidence of grade level/content area collaboration concerning technology integration
• Developing
– Documentation of 1 technology lesson per six weeks
• Accomplished
– Technology Lesson (s) selected as a
model lesson and archived on GISD website

• Passing rate per grading period
• Discipline Referrals
• Parent Contacts
• Teacher Attendance
• Student Attendance

• Due date for CIA notebook set by principal
– Usually by the end of the second six weeks for the six weeks prior.
• Teacher turns in to principal
• Principal reviews each notebook
• Principal schedules meeting with teacher
• Assistant Superintendent CIA - debriefs with principal
– Issues, concerns, district perspective