1. The Alabama Continuous Improvement Plan ACIP
Milanda Dean, Ph.D
ALSDE Federal Programs

2. Agenda for Today: Components of the ACIP
Review the purpose of Title I as it relates to the ACIP
Provide examples of SMART Goals, Objectives, and Strategies
Continuous Improvement

3. ESSA Law Section 1114 SCHOOLWIDE PROGRAM PLAN.—
An eligible school operating
a schoolwide program shall develop a comprehensive plan (or amend a plan for such a program that was in existence on the day before the date of the enactment of the Every Student Succeeds that: _______________

4. ACIP Committee CIP committee must include: Parents
Other appropriate Community Members
Teachers
Principals
Administrators
Other appropriate school staff
Students (secondary school)

5. ACIP Required Content For Title I Schools For Non-Title Schools
Executive Summary
Student Performance
Improvement Plan Stakeholder Involvement Diagnostic
Stakeholder Feedback
Schoolwide or TA Diagnostic
Parent and Family Engagement Diagnostic
Assurances
Goals
Comprehensive Budget
Executive Summary
Student Performance
Improvement Plan Stakeholder Involvement Diagnostic
Stakeholder Feedback
Assurances
Goals
Comprehensive Budget

6. Importance of the Needs Assessment
Title I, Part A funds may be used for any activity that supports the needs of students, particularly the lowest-achieving students, in the school that are identified through a comprehensive needs assessment and included in the schoolwide plan.

7. Completing a “Needs Assessment”
Work in collaboration with school faculties and other LEA stakeholders to:
Identify the needs of the school.
Lead discussions on how funds can be effectively leveraged to meet the needs in the best possible way.

8. Conducting A Needs Assessment
State Assessment Data
Graduation Rates
Other Academic Data Sources
Program Evaluations
Student and Teacher Attendance Data
School Demographics (example: high EL population)
Discipline Data
Climate and Culture Data
Survey Results
Stakeholder Dialogue

9. Report Card Data Federal Data (Raw)
State Data (Weighted)

10. Elementary School High School Population: 763 Total
Chronic Absenteeism: %
Reading: 6.51% proficient on ACT Aspire
Mathematics: 4.27% proficient on ACT Aspire
Science: 7.08% proficient on ACT Aspire
EL Students: 9
Special Education Students: 126
Graduation Rate: 84% (2016)
Discipline Data: 144 reported incidents (2016)
Population: 427 Total
Chronic Absenteeism: %
Reading: % proficient on ACT Aspire
Mathematics: 20.7% proficient on ACT Aspire
Science: 14.29% proficient on ACT Aspire
EL Students: 43
Special Education Students: 80
Graduation Rate: N/A
Discipline Data: 46 reported incidents (2016)

11. Planning and Goal Building
Based on needs, develop goals and objectives that are…
S – specific- clearly defined outcome
M – measurable (the measureable part in ASSIST is your objective)
A - attainable
R - related to student achievement/Relevant/Realistic
T - time bound- when the goal will become a reality

12. Planning contd. Identify effective strategies to meet goals.
Develop action steps that provide DETAILED information regarding planned uses of funds.
Include realistic baseline data as part of performance measures (“From…to…”).

13. ACIP Goals
Should be clearly defined and based on needs identified by data.
Should be prioritized based on importance and urgency.
Should be few in number (no more than 3-5)
Should focus on increasing student learning

14. Goal Objectives Strategies Activity Activity Type Begin Date End Date
We will engage learners through high quality aligned college and career ready standards, instruction, and assessments in all content areas.
Increase the percentage of students demonstrating a proficiency in reading from 65% to 70% by May 25, 2018 as measured by the Scantron Performance Series Assessment..
Implement College and Career Ready Standards (Reading)
Implement Evidenced-Based Practices for Continuous Improvement
Goal
Objectives
Strategies
Activity
Activity Type
Begin Date
End Date
Resource Assigned
Source of Funding
Staff Responsibilities
Hire part time reading intervention teacher to work with at-risk students
Direct Instruction
8/15/2017
5/25/2018
$20,000
Title I
Teachers
Identify at-risk students and schedule time to target their intervention needs
Academic Support
8/1/2017 $0
N/A
Teachers and Counselors
Professional development on implementing effective reading strategies
Professional Learning: Alabama Literacy Association Conference
$5,000
Administrators and Teachers

15. Example School Climate and Culture Goal & Objectives
Organizational Goal-We will identify barriers to teaching and learning and align support systems to address barriers.
Objectives:
Demonstrate a behavior that ensures that the school is implementing the guidance and counseling plan by 11/08/2017 as measured by a 10% decrease in student discipline referrals each month.
Demonstrate a behavior that ensures that the school has a system in place to increase community engagement as measured by stakeholder survey results. Based on survey results, 80% or more of stakeholders should agree to strongly agree that the school provides opportunities for community engagement.

16. Title I Schools Schoolwide
Comprehensive program designed to upgrade the entire educational program in order to improve achievement of the lowest-achieving students.
A school with poverty percentage of 40% or more

17. Title I, Part A
Provides Supplemental Federal funds to ensure all students have fair, equal, and significant opportunities to obtain a high-quality education and reach at minimum proficiency on challenging state academic achievement standards and state academic assessments.
Focused on improving the academic achievement of low-achieving students in schools with high concentrations of children from low-income families and is governed by statuary and regulatory requirements of Title I, Part A of ESEA.

18. Supplement not Supplant
Always ask….
What does the state provide?
What does the LEA provide?
Are the programs/staff a state or LEA requirement?
How have programs/staff been funded in the past?
What other fund sources can meet the need?

19. 3 Components of Schoolwide Programs
There are three basic components of a schoolwide program that are essential to effective implementation:
Comprehensive needs assessment of entire school.
Comprehensive schoolwide plan
Annual evaluation, with revisions as necessary

20. Use of Funds Ties to the school’s needs assessment
Included in the school’s ACIP
All purchase orders should be tied to the school’s ACIP

21. Use of Funds Title I schoolwide schools may: advanced coursework
intensive summer school classes for low-achieving students
afterschool tutoring
Develop and use formative and interim assessments to track progress of low-achieving students and train teachers in their use.
Purchase or develop supplemental instructional materials aimed at improving achievement of low-achieving students, including Student with Disabilities and English Learners.

22. Use of Funds Title I schoolwide schools may:
Implement career academies to assist low-performing students prepare for college and careers
Implement school safety programs to improve the achievement of low-achieving students
Provide professional development to ensure effective teachers and leaders to serve low-achieving students

23. ACIP Comprehensive Budget
For Title I Schools For Non-Title Schools
Comprehensive Budget
List State and local funds
Comprehensive Budget
List State, local, and Federal funds*
*Money should match eGAP and LEA’s budgets

25. The Process of Continuous Improvement
Where are we now?
(Analyze Data)
Where do we want to be?
(Set Goals)
How will we get there?
(Plan)
How will we monitor our progress?
(Implement)
How will we evaluate our effectiveness?
(Evaluate)
Examples

26. The ACIP is a Working Document
Evaluate and Revise as Needed

27. Progress Monitoring Monitoring the implementation of strategies.
Evaluating the impact of the strategies on student learning.
Providing feedback to staff on the implemented strategies and the impact they are having on students.
Assessing the effectiveness of the professional development supports.
Progress notes within ASSIST.

28. Evaluating Effectiveness
What was the impact on student learning?
What was the impact on adult practices?
Did we achieve the desired results?
What are the next steps?
The improvement cycle ends with evaluating the effectiveness of the plan in moving us toward the overall goal. During this time the team will review and revise outcomes in light of recently attained progress monitoring data. This involves the team being able to answer the following questions…

29. Contact Information
Technical Assistance for the ACIP and Title I Requirements
Milanda Dean
Technical Assistance for the ASSIST website
Jean Scott