CIA Process Training Powerpoint

Report
Gladewater ISD
CIA Process
August 12, 2014
Written - Curriculum
Written - Curriculum
Taught - Instruction
Written - Curriculum
Tested - Assessment
Taught - Instruction
What we know
• “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
DMAC Data
Goal Setting
• 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.
Goal Setting
Assessments
• 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
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.
Formative Assessment Calendar
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….
CENTRAL QUESTIONS of CIA
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?
Collaboration (PLC)
• 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.
Collaboration Meeting
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
High Yield Instructional Strategies
• 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
Student Intervention
• 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
Technology Integration
• 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
Additional Information
•
•
•
•
•
Passing rate per grading period
Discipline Referrals
Parent Contacts
Teacher Attendance
Student Attendance
CIA
Process
Skit
THE CIA NOTEBOOK
• 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

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