The Alabama Continuous Improvement Plan ACIP

1. The Alabama Continuous Improvement PlanACIP 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 LawSection 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: _______________ https://www2.ed.gov/documents/essa-act-of-1965.pdf

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 • 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 For Title I SchoolsFor Non-Title Schools

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) • http://54.201.18.221/apps/report-data/pages/OverallScorePage?systemcode=051&year=2017 • State Data (Weighted) • http://ap.alsde.edu/accountability/EducationReportCard/report/2017/051/0000

10. High School Elementary School Population: 427 Total Chronic Absenteeism: 15.92% Reading: 7.141% 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) • Population: 763 Total • Chronic Absenteeism: 31.38% • 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)

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 studentlearning

14. Goal Objectives Strategies

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 • https://egrant.alsde.edu/Default.aspx

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

25. The Process of Continuous Improvement 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.

28. EvaluatingEffectiveness • 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?

29. Contact Information Technical Assistance for the ACIP and Title I Requirements Milanda Dean mdean@alsde.edu 334-242-8199 Technical Assistance for the ASSIST website Jean Scott jscott@alsde.edu 334-242-9746