2017-2018 SCHOOL CIP PLAN
Academic Area of Emphasis/Problem of Practice
After a thorough review of school perception, implementation and outcome data/evidence, the academic area of emphasis and our Problem of Practice is specific to student discourse and 4:1 Positive to Negative reinforcement, with a more in-depth focus on students of color.
Select from one of the goals below...
Our CIP Goal for 2017-2018 are to increase the number of students meeting SBAC by 5%, from 66.3% to 71.3% in ELA and 49.7% to 54.7% in math.
Our CIP Goal for 2017-2018 are to increase the number of students of color meeting SBAC by 5%, from 43.5% to 48.5% in ELA and 26.2 to 31.2% in math.
Our CIP Goal for 2017-2018 are to reduce the number of classroom referrals (trips to reflection room) for our boys of color, from 68 to 50
After a thorough review of school perception, implementation and outcome data/evidence, the academic area of emphasis and our Problem of Practice is specific to student discourse and 4:1 Positive to Negative reinforcement, with a more in-depth focus on students of color.
Select from one of the goals below...
Our CIP Goal for 2017-2018 are to increase the number of students meeting SBAC by 5%, from 66.3% to 71.3% in ELA and 49.7% to 54.7% in math.
Our CIP Goal for 2017-2018 are to increase the number of students of color meeting SBAC by 5%, from 43.5% to 48.5% in ELA and 26.2 to 31.2% in math.
Our CIP Goal for 2017-2018 are to reduce the number of classroom referrals (trips to reflection room) for our boys of color, from 68 to 50
Or, create your own goals by following these guidelines...
1. Teachers (or teams) gather baseline data on a standard or group of standards of choice.
2. Set a student learning and growth goal based on teh baseline data.
3. Create an action plan to reach the goal. (Use the "cup-filling" strategies)
4. Post-assess at the conclusion of your unit/year to analyze whether or note the student learning and growth goal was met.
Example: By May of 2017, given an argumentative writing prompt, 100% of students scoring below a 3 in elaboration of evidence will increase their score by 1 level.
1. Teachers (or teams) gather baseline data on a standard or group of standards of choice.
2. Set a student learning and growth goal based on teh baseline data.
3. Create an action plan to reach the goal. (Use the "cup-filling" strategies)
4. Post-assess at the conclusion of your unit/year to analyze whether or note the student learning and growth goal was met.
Example: By May of 2017, given an argumentative writing prompt, 100% of students scoring below a 3 in elaboration of evidence will increase their score by 1 level.
PERFORMANCE STANDARDS (page 9)
Data Warehouse
2016-2017 School CIP PlanAcademic Area of Emphasis/Problem of Practice
After a thorough review of school perception, implementation and outcome data/evidence, the academic area of emphasis and our Problem of Practice is specific to comprehension, with a more in-depth focus on Latino students. Goal 1: By Spring 2017, all students scoring below mastery will increase their score by at least 1 performance level when comparing school-wide Cornell note work samples from October 2016 to May 2017, scored using Hazelbrook’s adopted 4-point Cornell note scoring rubric. Goal 2: By Spring 2017, all students scoring below mastery will increase their score by at least 1 performance level when comparing school-wide Cornell note work samples from October 2016 to May 2017, scored using Hazelbrook’s adopted 4-point Cornell note scoring rubric.
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