Module 1: CIP Basics Contents of Module: Purposes of the CIP Roles of LEA, Principal, and CIP Team and Timeline Identifying the Team eCIP Basic Information Importance of Clear Communication of the Plan What Does CIP Success Look Like? List of what is included in bullet 4 Who writes a CIP? How do I access the eCIP? How is the eCIP different from the paper CIP? How do I establish roles in the CIP and gain approval? Where can I find additional help?

Foundational Knowledge/Purposeful Planning CIP Basics Foundational Knowledge/Purposeful Planning I’m not a chess player. In fact, I do not like to play any “game” that requires you to “think.” The words “game” and “think” just don’t seem to fit together in my mind. But I do know people who love to play chess, one in fact that plays in tournaments. I asked him…”what makes someone successful in chess?” His reply was simply…”In chess, you must and let me underline the word must… (make this profound) be able to think a number of moves ahead as you gather as much information as you possibly can.

Turn and Talk “think a number of moves ahead as you gather as much information as you possibly can” What could this chess strategy have in common with the complete CIP Process ? Click and read again… Say…some of you are bringing a good deal of knowledge and experience to the table today in regards to the writing, communicating, implementing, monitoring, and reflecting of CIP. Others of you are really making connections with this information for the first time… but no matter what level of understanding you have at this point…I want you to turn and talk to your neighbor for 1 minute and answer the following question, (click and read) Check responses…

CIP: Intentional Focus Success is the intentional, pre-meditated use of choice and decision. Unless you choose – with certainty- what it is you want, you accept table scraps by default! Goals: The 10 Rules for Achieving Success by Gary Ryan Blair Gary Ryan Blair in the book “Goals: The 10 Rules for Achieving Success” states (read the quote) Ask: What words in this definition sound like the stress strategy – think a number of movements ahead as you gather as much information as you can… ( audience response) Success in Schools…moving a school in improvement out of improvement…or moving a good school to a great school…MUST BE intentional. The CIP serves as the tool that can bring your faculty together to discuss and determine the intentional, pre-meditated, ahead of the ball game moves that your school will take to meet present and future challenges.

Continuous Improvement Plan A concise instrument that can help communicate and establish expectations. A written plan that represents a real commitment. Without a commitment, a goal is only a dream. A mechanism for inspecting what you expect. Not only can it bring your faculty together around determining the steps that they will take but the CIP is (click and read first bullet) Let’s clear up a misconception from the beginning…the CIP is not just something you write – if all you are interested in is meeting a requirement, then the journey would stop here…but the writing is just the beginning… If written correctly, the CIP is a great way to communicate and establish expectations for the year (click and read second bullet) The first step in ensuring success in any goal, work or personal, is writing it down – not just the goal, but the actions you will take to achieve success…(weight loss example) (click and read third bullet) The CIP should be referred to in faculty meetings, teachers should see administrators walking around with it, using it, amending it – for the CIP to work it must be utilized and evaluated.

Roles and Responsibilities of the LEA, Principal, and CIP Team CIP Basics Roles and Responsibilities of the LEA, Principal, and CIP Team So for all of you here at the training today, what is your responsibility in the CIP process?

Responsibilities of the LEA Schools have well written plans, communicated to all stakeholders, approved by the Board, and approved by the Superintendent by the SDE plan submission date SI Schools are implementing, reviewing, and amending the plan seven times during the year It is the LEAs responsibility to ensure that (click and read bullet 1 – mention that this is a floating deadline from year to year that is based on the date of data release – early to mid November) Click and read bullet 2 – ask for questions

Responsibilities of the LEA SI Schools are sending written summaries of each review to the LEA for documentation and monitoring purposes LEA is filling in the comment log after each SI review LEA is assisting schools in next steps as a result of monitoring, amendments of the plan, and the review process as a whole It is also the LEA’s responsibility to ensure that (click and read each bullet and then allow fro questions before moving on to next slide) additional comment on 3rd bullet – it does no good to discover areas of weakness if we are unwilling are unable to support the schools in shoring up these weaknesses

Responsibilities of the Principal Work with the LEA to schedule and conduct the seven reviews Select the appropriate personnel to be a part of the CIP/leadership team Lead the process: writing, communicating, implementing, monitoring, reflecting, etc

Responsibilities of the Principal Provide the SIS, LEA, and leadership team with explicit feedback after each review Evaluate not just the implementation of the plan but also it’s effectiveness by continuously leading the team to analyze data

Identifying the CIP Team CIP Basics Identifying the CIP Team The most important first step as a Principal is picking or identifying the right people to be a part of your CIP team.

Identifying the Team If we get the right people on the bus, the right people in the right seats, and the wrong people off the bus, then we’ll figure out how to take it someplace great. In the well known book – “Good to Great”…it was determined that all great companies began by determining first …Who…then What. The rationale for this approach is that these companies thought (click and read). And so it goes with your Continuous Improvement Team at your school. (click) Of course, the Principal and the Asst Principal need to be the “Designated Drivers.” Their presence and collaboration with the writing team is invaluable as they are ultimately responsible for leading the faculty, staff, and students to the determined CIP destination. It is the administrations responsibility to drive the improvement efforts but they must also be careful that as they begin writing and setting the plan in motion, that they don’t leave the faculty standing on the curb! One group that should always be represented on CIP teams are your (click) core content teachers. You also need to include a (click) counselor, intervention teacher and a special ed teacher. In schools that have the most success with the CIP process, they have become more progressive by (click) including parents, community members, and students on the actual writing and review teams. This has worked very well for many schools. A group of people that is often overlooked but need to be a part of your team are (click) your strategic planners and motivators . Every faculty has a few people who are really good at short and long term planning and also members who are known for their ability to motivate people to get on board. These people will be crucial in making sure that teachers are implementing and keeping adequate documentation and helping the faculty maintain a positive attitude towards continuous improvement. The person that you do not want to add to the bus or place as driving the bus is a new person to your school. Core Content Teachers Counselor, Special Ed Parents, Students, Community Planners, Motivators Principal, Asst Principal

CIP Team Timeline From CIP Training - September September October Attend Training Disaggregate Data Get Input From Faculty Write the Plan September October Set up Documentation Communicate the Plan Throughout Check Documentation Participate in Seven Reviews Make Amendments Keep the Plan Alive Why is getting the team right so important? Because over the course of a whole year, this team does more than write the plan. In Sept they (click) read and go over each one…. (Team Discussion) For the next 5 minutes we would like for you to write down who is currently part of your CIP team…are the right people on the bus? What is your plan to ensure that all members of the team understand their responsibilities not just the ones who are present today? After discussion – use handout #1 to show them how it all fits together

eCIP Basic Information CIP Basics eCIP Basic Information Now that we understand the roles and responsibilities in regards to the CIP –Let’s answer some basic questions about the eCIP.

The Electronic CIP (eCIP) Who writes an eCIP? All Title I schools All schools in Improvement Templates available: Title I Schoolwide Title I Targeted Assistance Non Title Who is required to write the eCIP? Currently the eCIP, similar to the paper template, is required to be developed by all Title I schools and all schools identified for school improvement. (Click and read each) All schools are pre populated in the eCIP – When they click in – it will automatically tell them which plan they fill out

To access the eCIP: Electronic Continuous Improvement Plan www To access the eCIP: Electronic Continuous Improvement Plan www.alsdecip.com To access the eCIP, there are a number of steps: First, the district must first designate someone in the central office to be the District Administrator. When identified, share name and contact information with the SDE eCIP contact. Many systems have found the best person to be the Federal Programs Coordinator. Once established, any other person in the district that needs user access can request this from the homepage. This can be done by selecting “Request a login”. This link will redirect you to a contact information page. Complete the requested information and when submitted, it will go to the District Data Manager. (Guide audience to look at the snapshot of the homepage)

District Administrators will have to assign roles to the users as they make requests. In this slide, you see the user roles that can be selected. School Data Entry – (review role). There can be multiple people assigned this role at the school site. Principal – “approves” or “not approves” the school plan. Principals should not also be given other roles. School Improvement Specialist – This is an optional category that should be added in SI districts. This role would include approval rights. If added, this person should receive the plan before the Federal Programs Coordinator, in order to check the content of the plans. Federal Programs Coordinator – “approves” or “not approves” the plan from the central office. Superintendent – This role is assigned from the SDE. The Superintendent is able to “approve” or “not approve” plans. Remember, that once a plan is marked “Superintendent Approved” it becomes a public plan that is readable by anyone. Now that we have gone through the roles, from this slide you can also see the plan approval process cycle (from School Data Entry to Superintendent). Remember, that at any point if a plan is “not approved” it goes back to the previous person in the approval cycle. Plans that are marked as “not approved” need to go back the school data entry team for corrections. Remember: As long as a school is working in the document it is a private document – once it goes through the approval process it becomes public. All school improvement schools (No AYP on up) must also be board approved.

Initial Information Part 1: Needs Assessment Part 2: Goal to Address Academic Needs Part 3: Goal to Address AMAO/ELP Needs Part 4: Strategies to Address Safety, Classroom Management/Discipline and Supportive Environments Part 5: Components to Satisfy Federal Requirements Part 6: Parental Involvement Plan Part 7: Professional Learning Needs Part 8: Budget Electronic version shows the different parts but the printed version does not show title of all parts

INITIAL REVIEW /DEVELOPMENT Target Date: August Purpose: Review assessment data to develop plan or make plan adjustments to existing plan. Date ________________________________ Principal Initials______________ LEA initials ______________ Other ___________________ COMMENTS*(Required) *Use additional pages, if needed REVIEW 1 Target Date: September Purpose: AMENDMENT - Incorporate recommendations from school, LEA and/or SDE. * Use additional pages, if needed REVIEW 2 Target Date: October Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. Principal Initials__________ LEA initials ______________ Other ____________ REVIEW 3 Target Date: November Purpose: IMPLEMENTATION – Provide documentation/evidence of improvement. Principal Initials____________ LEA initials ______________ Other: ________________ REVIEW 4 Target Date: January REVIEW 5 Target Date: February Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. REVIEW 6 Target Date: March Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement. REVIEW 7 Target Date: April - May Purpose: REFLECTIONS/PROJECTIONS – Evaluate each goal, strategy, and action for continuation, revision, or removal. Use information from Reviews to Evaluate the plan and to update the plan for the coming year. Here you see Part IX, that was a section of the paper template. The monitoring document is not currently a part of the eCIP. In the eCIP, the SIS or Federal Programs Coordinator documents the review process and amendments in the History/Change Log. Additionally, for SI schools principals submit written summaries to the SIS or other central office designee.

Part IX- Review/Support Documentation Here is an example of the View History Change Log link. Documentation is required eight times during the year of the plan for schools in SI: August- Initial review/development September-Review 1 October-Review 2 November-Review 3 January-Review 4 (other note) green checks let you know this section is completed February-Review 5 March-Review 6 April-May-Review 7

(Ex: 6 Classroom Libraries, $.....00) COURSES OF STUDY REFORM STRATEGIES BENCHMARKS INTERVENTIONS RESOURCES WHICH COURSE OF STUDY STANDARDS, AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA* STANDARDS ARE LINKED TO EACH STRATEGY? what Research-based STRATEGIES/ACTIONS WILL BE USED TO IMPROVE STUDENT ACADEMIC PERFORMANCE? (Give specific strategies, not just programs or program names.) HOW WILL PROGRESS FOR EACH ACTION STEP BE MEASURED? (PERFORMANCE DATA, LISTS, SURVEYS, ETC) HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE IF STRATEGIES DO NOT CHANGE PERFORMANCE? WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION? (Ex: 6 Classroom Libraries, $.....00) STRATEGY: ACTION STEP: CONTINUOUS IMPROVEMENT GOAL (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS): Data Results on which goal is based: TARGET GRADE LEVEL(S): TARGET CONTENT AREA(S): Circle One Reading Math Science Other AHSGE: Reading Math Science Social Studies Language ADDITIONAL ACADEMIC INDICATORS: TARGET STUDENT SUBGROUP(S): The paper CIP the columns were listed (click) side to side where in the eCIP and the worksheets – it moves up and down

Effective Communication of the Plan CIP Basics Effective Communication of the Plan Communicating the plan is an essential part of obtaining buy-in from multiple stakeholders. Remember, that the eCIP becomes a “live” document once the Superintendent approves it. However, this cannot be the only option for making the plan accessible to the community. (share other ideas) Bulletin Title I Meeting

What Does CIP Success Look Like? CIP Basics What Does CIP Success Look Like? As with anything else, we are starting with the end in mind. As we wrap up this module, let’s look at the elements that facilitate having a successful CIP process in place.

Writing the Plan. The plan is written by a team Writing the Plan. The plan is written by a team. The team plays a vital role in analyzing data and determining goals, strategies, and action steps. The Principal is a key leader in the process and understands the plan. Weaknesses in the Needs Assessments are addressed throughout the whole plan. All parts of the plan are connected and related. Communicating the Plan. The plan is communicated to and approved by the Board and signed by the Principal, Federal Programs Coordinator, and CIP team. The SIS and Principal/leadership team plan together how they will effectively communicate the plan to faculty, staff, parents, community, and students. Implementing and Documenting. All teachers understand the plan and "work" the plan. All teachers contribute to documenting evidence of their support of the plan. Conducting a Thorough Check Point. LEAs, with the assistance of the SDE, conduct a thorough checkpoint of all CI Plans evaluating the goals, strategies, action steps as they relate to the needs assessment and make recommendations. The LEA checks the Culture Page and Professional Development page to make sure it addresses the identified needs. Monitoring and the Seven Reviews. The LEA/SIS assist the Principal in conducting the seven reviews. The LEA/ SIS assist the schools in preparing/preplanning the reviews. The LES/SIS assist the schools in determining how feedback and support is given after each review. The plan is fluid and reflects necessary changes/additions after each review. Two years ago, our School Improvement team sat down and discussed…”What would CIP success look like from beginning to end. This is what we came up with. Next year our Peer Mentors and will be working with you in all of these areas. We will be using Handout 2 to lead that discussion. We are providing this for you now because we think it will be a helpful document for you as you plan your year.