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
and your most compelling CCR data picture.
• Map your CIP strategies to the Core Practice Framework and reflect on your strategies using the
• Select the strategy most impactful to your goal and drill-down using the
• Develop the focused actions needed to implement your key strategies with your teacher groups using the
Get feedback on your plan using the
.
1

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 C ommended
- 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:
­ S pecific, M easurable, A ctionable, R esults oriented, T ime-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.
2

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?
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?
3

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%.
4

Priority / Subject Areas
List key word or Reference # from CIP Strategies by
Theme (below) for each Priority / Subject Area (right)
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?
5

List key word or Reference # from CIP Strategies by
Theme (below) for each Priority / Subject Area (right)
Theme 1: Student Learning Expectations &
Outcomes
Priority / Subject Areas
Math Reading Science Writing
Social
Studies
Theme 2: Staff Selection, Leadership & Capacity
Building
Prof Dev
Theme 3: Instructional Programs, Practices &
Arrangements
Theme 4: Monitoring, Compilation & Use of Data Common
Assess
Small
Group
Theme 5: Recognition, Intervention & Adjustment
6

Summary of Needs Assessment (Goal):
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.
7

(Classroom) Teacher Level
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 1 st and 2 nd 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.
8

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)
6)
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.
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).
9

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
No.
Student Achievement and Professional Development: ACTION PLANS
Action Steps
Academic
Area
Student
Group
Person
Responsible
Start
Date
End
Date
Resources
Summative
Formative
Measure
Title I
10

Focused Action Planning Example
Student Achievement and Professional Development: SUMMARY OF NEEDS ASSESSMENT
Priority Summary of Needs Assessment (Goals) Reference/Data Source
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
Research Based Strategies
Strategy
No.
Implement flexible grouping arrangements to provide individualized and small group instruction to the greatest extent possible.
1.1.0
Title I
Comprehensive
Needs
Assessment
Student Achievement and Professional Development: ACTION PLANS
No.
1.1.1
1.1.2
1.1.3
During reading instruction, we will organize students into small groups based on the results of the previous week’s common assessment.
Action Steps
Academic
Area
Student
Group
Person
Responsible
Identify and study examples of mastery-level student work for each unit in the district’s 4th grade reading curriculum.
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.
4 th Grade
Reading
4 th Grade
Reading
4 th Grade
Reading
All
All
All
C. Minor
C. Minor
A. Romano
Start
Date
9/1/2009
End Date Resources
4/30/2010 Student work
9/1/2009
9/1/2009
4/30/2010 - Common assessment results from each reading unit
- Schedule for reading units
4/30/2010 - Purchase
Kidney tables
- Grouping template
- Common assessment results
Summative
Formative
Measure
Examples of mastery-level student work
Title 1
Common assessments
Common assessment results, small group chart
Activities to ensure students having difficulties are provided with effective and timely additional assistance
11

•
– 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?
•
– 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)?
•
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?
•
– 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?
12