Poll Everywhere

The misalignment is that we did not include K-2.

Our CIP does not include k-2 goals.

I didn't identify any misalignment in our CIP, but do see that we need to be more specific about K-2 literacy goals.

Focused on one sub pop for STAAR

Our CIP doesn't directly address K-2 SMART goal.

Our goal was only STAAR for 3rd grade. We now included all levels and included growth measures that align with their levels.

We did not find any misalignments, however we did notice that our strategies can be vague and could be more specific in regard to K-2 literacy

We did not have misalignment. Our campus is aligned with the DIP. However, our next action is to strengthen K–3 data summit discussions by taking a deeper look at each group and individual student to better inform instruction.

We need to be more specific in the strategy implementation and frequency of data collection.

K-2 is not as specifically identified as grades 3-5 for accountability.

One misalignment I identified in my CIP is the lack of coordination between the phonics curriculum pacing and the intervention schedule. Teachers introduce skills at different times, while interventionists are addressing gaps using a separate sequence. Aligning these timelines would reduce confusion, ensure consistent skill reinforcement, and create stronger momentum toward achieving our reading goals.

Heavily focused on grades 3-5, it needs to be broadened to include all grade levels, as instruction in lower grades affects outcomes in 3-5.

Specifically state how K-2 can support long-term STAAR goals

One misalignment we identified was the lack of stated goals for our K-2. We are working on how to incorporate specific goals for K-2 to our CIP.

We need K-2 specificity in our goals. They are present in the action steps.

We noticed that our CIP doesn't mention foundational skills.

K-2 goals with added strategies.

Δ No goals address early foundational reading skills

Tightly aligned strategies that address specific K-3 reading skills.

We currently do not have any K-3 reading goals

Use more resources.

Our campus is more focus on STAAR alignment .

My grade level needs more flexibility on group level rotations

Multiple resources are mentioned that are not HQIM. We need to reword our CIP to be more aligned to Reading focus in Kinder to third grade and mentioning the district adopted HQIM.

One misalignment identified in our CIP is the lack of intentional support to help students transfer foundational reading skills from K–2 assessments like mCLASS to upper-grade assessments such as MAP and STAAR. While our goal is to increase the percentage of 2nd grade students performing "At Benchmark" from 67% to 69%, students are not receiving enough practice in applying their learned skills to more complex, comprehension-based tasks. Strengthening this alignment through integrated instruction and exposure to higher-level question formats would help reduce friction, build confidence, and create a smoother transition toward long-term reading success.

One misalignment that I can identifying in our CIP is that we need to make adjustments on our resources that focus only on iReady and SAVVAS.

All goals need to be re-aligned to include TXRL for grades K-3.

In our school, we must re-align grades K-2nd and include TXRL strategies. Goal specifics for each grade level. Make ajustments in grades 3rd through 5th and be crystal clear about the ways we can use TXRL with more intention, so that we can see the student growth and success towards STAAR.

One misalignment in the CIP is the need to develop oral language in all grade levels. This can be addressed by providing students with real world experiences.

Specify TXRL minutes and strategies so goals are stated and more intentional outlines are stated.

Adding Prof. Dev. for all teachers in TXRL.

Having clear goals as a grade level for the use of the new reading incentive program.

Explicit writing instruction is lacking across all grade levels; stakeholders are needing campus trainings for grammar and writing

Add TXRL strategies, add SAAVAS and i-ready

be more specific with the goal.

One misalignment that was identified was the need to be more specific as to what tools/resources that should be used.

Be specific about the TXRL activities in the CIP and add the 'verbiage' to be more intentional towards our RLA goals.

More supports with ways to keep our pulse on student progress since students are only on Amira 2x per week.

Add TXRL strategy specificity to the CIP

alignment instruction/strategies by grade levels which will help students

Consistency,

Using Amira with fidelity as it is intended and implementing small group lessons based on the data

Add TXRL goals to the CIP

Make an amendment to add the TXRLA resources adopted by the district.

Horizontal alignment to strengthen instructional delivery and academic performance across all grade levels. I feel there is a gap in alignment between adopted resource for the lower grades (including 3rd grade) and STAAR content in the upper grades. The SAVVAS curriculum exposes students to the reading and writing skills needed per grade level, but doesn't necessary align to how students test for STAAR.

One of the misalignments that I identified in the CPI is that there needs to be more specificity on strategies, implementation of the tools that we have to use. Many teachers need more training.

There are no mislignments to be identified at this time.

Be more specific by grade levels

Develop Oral Language Skills: Students will gain confidence to increase listening/speaking and reading/writing proficiency through the use of SIOP, ELPS, K-12 Summit and ELAR strategies in the classroom by build background knowledge to make real world connections to improve academic performance.

Make sure the resources being used are aligned and we have access to those resources. WE NEED TO HAVE CLARITY ABOUT RESOURCES THAT ARE ALLOWED TO BE USED. We need time to prepare for these new strategies that need to be used.

One area we are going to re-align is to use only SAAVAS and iready. We have multiple resources that will need to be eliminated so that we do not confuse our students with too many resources.

We need goals that are measurable and specific for each grade level.

Not so much of a misalignment, but just needing more specific verbs.

We didn't have any misalignments.

I believe if there is specificity in strategies, knowing exactly what needs to be done or targeted, will absolutely increase momentum in reading goals.

Include the specific of HQIM and research based strategies adopted by the district.

Inclusion of 3rd grade in the structured literacy goals and resources.

Our goals are aligned with the current Structured Literacy reading program. Our CIP is detailed and thorough.

The challenge is keeping the student's attention, most students need to be redirected and their listening skills are still developing. 1st Grade students are still in the concrete stage of development in their thinking skills. There are not quite abstract thinkers yet, that is the biggest challenges.

goals be more specific per grade level

The CIP sets strong goals for reading achievement but lacks consistent integration of literacy strategies across non-ELA content areas like science, math and social studies.

Be more specific in the strategies to be implemented

Access to other resources that have worked for student success in Reading in the past other than SAVVAS and i-Ready.

add TXRL goal in CIP

Not a misalignment, as much as an overview, we just need to SPECIFY ACTIVITIES to be used for TXRL implementation.

We spent a lot of time and work revising our CIP last spring and this fall, we are in a good place. We are aware that we need a little more specificity.

Include the specific HQIM and researched based strategies and best practices in the CIP

We need more resources and supplies. I would like to have a voucher to buy supplies or materials for my lessons and students

aligning the goal to the progress measure

One misalignment that we identified is lack of explicit target in K-2nd. If resolved, this could reduce friction and increase momentum as students move from one grade level to the next.

We found a misalignment in our Progress Monitoring so we added specificity and clarity.

Setting measureable goals will help teachers focus on setting an end goal for themselves.

Our goals and strategies are aligned to our reading goals.

More specific strategies (professional development) in small group instruction.

Set strategies to be more specific

Actions to address attendance gaps. We will be able to track those who are present .

One misalignment identified in our CIP is that our reading interventions are not fully aligned with the TXRL instruction. If aligned, it will increase the early literacy development.

The resources that we are "allowed" to use, has dwindled down to just two. Having a wider selection of resources gives teachers the ability to gain momentum in reaching reading goals.

TXRL needs to be added, and specify the resources.

Goals need to be more specific per grade level

One key misalignment identified in the our Elementary CIP is the continued use of guided reading, which conflicts with the district's structured literacy approach and approved High-Quality Instructional Materials (HQIM). If this misalignment were resolved by phasing out guided reading and fully adopting structured literacy practices—such as explicit phonics instruction with decodable texts—it could significantly reduce confusion among teachers about instructional expectations. This clarity would increase teacher confidence and consistency in delivering early literacy instruction, ultimately building momentum toward meeting the campus's reading proficiency goals.

Include the HIQM and researched based strategies in the CIP.

One misalignment I identified in our CIP is the link between attendance and reading progress. When students miss school frequently, they miss key reading instruction and interventions, which creates gaps in learning and slows overall momentum toward our reading goals. Addressing attendance challenges would help ensure consistent instruction and allow students to make steady progress in reading.

We found alignment, but wondered how we can help teachers use these goals in their own work. Some teachers are using the goals for their SLO/TTESS and how the CIP works together with our campus actions.

Goals need to be more specific and per grade level.

We didn't find any misalignments

A key misalignment is inconsistent TXRL schedule implementation. Ensuring daily 150-minute reading blocks with data-driven instruction would boost progress toward reading goals.

The wording used needs to be more specific

That TXRL is no where to minimally found in the plans. CIPs need to be updated to reflect the district's goals and align their campus goals to reflect the goals of the TXRL grant. Campuses must also remove strategies that do not reflect the TXRL grant goals.

Specificity for each grade helps bring clarity on the reading goals.

One misalignment we identified in our CIP is that some of our strategies need to be reworded to include K-3, not just K-2.

No misalignment - but ensuring we are using our current strategies specifically aimed towards structured literacy (for example, peer observations - making sure they are in the literacy block for K-3)

Goals need to be specific to address each grade level and their needs according to data.

Specific training to ensure performance % is met

Performance obj. 2 included Kinder - 3rd, but strategy 2 and 3 only states kinder - 2nd

Teachers using Imagine Learning to hold students accountable for their online usage. Teachers also need to look at lessons that students aren't passing for small group instruction. Print those lessons and use them for small group instruction.

I will check with my team.

The grammar section can is lacking resources for all levels; if this could be resolved it could greatly impact all stakeholders in targeting skills so they are better prepared for the next grade level.

We need to implement TXRL strategies with fidelity to improve reading goals.

More specificity in goal alignments

If the goals were implemented consistently, we would reduce the friction in our reading goals.

At our campus, we support our teachers by giving them time to plan and support them as they get accustomed to their new schedule and playlists.

One misalignment identified was that our CIP focuses on upper grades rather than lower grades even though we do have date for lower grades.

The absence of "small groups" in the reading goal. By adding this term, is will give clarity on the importance of small group learning for those grade levels that don't have WIN time.

The goal set by the district is lower than that of the TXRL SMART Goal. By changing this, expectations across the board will be higher.

updating to include TXRL Strategies and rotations.

Our goals are aligned to TXRL

Focus on reading skills goals mastery rather than EOY scores

We need to add the SAAVAS AND I READY.

no big m isalignments identified. Some tweaks to the veribage would make the strategies more accessible to all stakeholders for clarity

We need to add the use of SAAVAS and I-Ready solely as our curriculum resources to implement literacy in the primary grades.

One misalignment in the CIP is the limited connection between academic reading goals and parent communication strategies. While the plan sets clear targets for reading proficiency through Amira and HMH, it does not explicitly outline how families will receive and use data to support reading at home. Strengthening this alignment by providing parents with clear, consistent updates and actionable next steps tied to student progress would increase shared accountability and momentum toward reading growth goals.

One misalignment is that SAAVAS and IREADY use is not specified in the CIP.

The strategies and goals all aligned, but specific training using diagnostic reports in AMIRA would help increase the momentum with less confusion on how to reach said goal.

We planned our CIP with this learning in mind, so much of the plan involves how to effectively utilized the Literacy Structures.

Making sure all goals are attainable and measurable.

We needed to add more specificity in the strategies in the CIP, specifically in terms of what materials teachers are using, targeted small group instruction, and progress monitoring in mCLASS to measure progress.

Our campus has full administrative support.

in CPE's CIP, there was not a misalignment identified.

Goals focused on STAAR therefore, it did not match TXRL. The goals focuses more on upper grades rather than include lower grades.

By adjusting the goals to include the new assessment system, it will provide clarity and increase momentum in achieving the goals.

We need to create a strategy that clearly states how we will use TXRL to increase students' performance and hold the school accountable.

Going through each strategy in our CIP to see if we need to revise any goals or strategies to align to structured literacy

Goals that are measurable and attainable for all students

We changed the verbiage to be more specific.

We had no misalignments.

There wasn't a mis alignment. Our goals were aligned to what our campus needs this year.

The resources that are listed in the CIP

Strong data driven focus on grades 3rd-5th; lack of explicit target in K-2nd.

Consistency

Specificity between grade levels

The use of additional materials not listed as HQIM.

Our goals look good! Clear, consistent, and if following with fidelity our kiddos will show growth.

Change the verbiage so that all grade levels have accountability and not just the STAAR testing grade levels.

The use of resources

Add TXRL strategies and implementation

TXRL strategies need to be added to any goals that refer to RLA for grades K-3

Revision of CIP needs to be revised to include smart goals addressing increase in proficiency

Resources needed

Our goals are all based on district and educational best practices and/or instructional priorities (Planning, PLC, Small Group, etc.), but no strategies for our K-2 reading proficiency focus on incentives for teachers or students.

As products shift toward personalization and independent digital tutoring/intervention, we have to rethink our approach to goal setting, intervention, all of it. We are writing SMART goals for a year but the more specific those are, the less useful they are across a collective group of students. With all of the personalization of learning we need to rethink our goals and monitoring cycles.

My school Campus Improvement plan would emphasize goals only for upper grades and do not include lower grades. The goals are not specific to reading or up to date aligned with MAP scores.

More specificity in our CIP that includes K-3rd reading ability and structured literacy instead of STAAR focused.

More specific strategies for structured literacy

Alot of focus on STAAR grades; however primary skills are important because the foundation is needed in order for students to be successful. We noticed that we could have been more specific with primary!

I think the one thing that could reduce friction would be to show that primary grades are just as important as 3rd and 4th grade when it comes to student achievement and will increase our momentum. Primary sometimes think that they don't matter because they don't do STAAR.

A key misalignment is the absence of clear explicit strategies for primary reading. We can increase momentum by incorporating well-defined evidence based reading strategies tailored to our early learners.

No K-2 goals.

The actual instructional materials or interventions are not differentiated to meet students at their current reading levels, which can create friction. Students may feel disengaged or overwhelmed, and teachers may struggle to deliver effective instruction.

The goals are focused on STAAR grade levels and scores. It would reduce friction and increase momentum if we are able to include all grade levels in the work towards literacy improvement.

Be more explicit in wording and steps of action.

High quality instructional materials nor being utilized to support reading goals- Misaligned language about leveled reading books needs to be revised

We are using Amira but don't know how to pull data that is meaningful for everyone - so there are not clear goals for Amira/Early Literacy data - only for STAAR

Change our K-2 data source from iReady to Amplify

We have goals for grades 3-5, but not for K-2 grades, and the goals are based on growth related to state assessments.

The overall focus on STAAR performance with minimal mention of primary literacy outcomes shifts accountability to STAAR grades rather than across the campus.

There wasn't a misalignment—just an opportunity to add in the effective strategies we're already using to support growth.

One misalignment or total lack of - A goal that is more focused on K-2 students and literacy rather than just outcome goals in testing grades.

We noticed that we don't have any specific strategies or goals for the lower grades

To be more specific when creating strategies and the impact

Now that everyone is implementing the small groups we now need to refine the practice to impact students' performance.

We noticed our CIP goals do not detail specific strategy use.

Language in the goals is somewhat vague and do not directly address K-2.

We noticed our CIP goals do not have language specific to PK-2 grade levels.

One misalignment we found is that we need to be more specific about the strategies being used.

Very broad mentioning supplemental programs. The alignment with one program that provides differentiation for every student and every need will reduce friction and momentum toward a clear pathway to close gaps and improvement in all students.

One misalignment that was identified was that it was not specific on the strategies and the impact. We added more specific strategies.

Wonders and and the components of balanced literacy need to be incorporated.

Overall be more specific with the wording and statements.

Add strategies specific to Structured Literacy.

Not a misalignment but there's an overall statement which aligns with what is excepted. Specific words need to be listed.

To be more specific when creating strategies and the impact

added goal for K-2

change wording from balanced to structured literacy

What's one misalignment you identified in your CIP that, if resolved, could reduce friction and increase momentum toward your reading goals?