education service center region xv 1 designing district/campus improvement plans to support student...

Education Service Center Region XV

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Designing District/Campus Designing District/Campus Improvement Plans Improvement Plans

to Support Student Achievementto Support Student Achievement



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District Improvement PlanDistrict Improvement Plan

Each school district shall have a district improvement plan that is developed, evaluated, and revised annually, in accordance with district policy, by the superintendent with the assistance of the district-level committee established under Section 11.251 of the Texas Education Code.

The purpose of the district improvement plan is to guide district and campus staff in the improvement of student performance for all student groups in order to attain state standards in respect to the academic excellence indicators adopted under Section 39.051 of the Texas Education Code.


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Campus Improvement PlanCampus Improvement Plan

(c) Each school year, the principal of each school campus, with the assistance of the campus-level committee, shall develop, review, and revise the campus improvement plan for the purpose of improving student performance for all student populations, including students in special education programs under Subchapter A, Chapter 29, with respect to the academic excellence indicators adopted under Section 39.051 and any other appropriate performance measures for special needs populations.

Section 11.253 of the Texas Education Code.


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Basic Assumptions About Effective PlanningBasic Assumptions About Effective Planning

The basic assumptions regarding effective planning and identified critical components of plans are as follows:

No single best "model" or process for planning exists; but critical components should be addressed.

Local district and campus plans should reflect the unique needs of the populations served and outcomes for all students.


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Basic Assumptions About Effective PlanningBasic Assumptions About Effective Planning The basic assumptions regarding effective planning and

identified critical components of plans are as follows:

Campus plans may be different in content and strategies from district plans; however, campus performance objectives and district performance objectives should be complementary and mutually supportive.

Budgets should be developed in coordination with campus plans that include broad-based parameters regarding the allocation of resources.


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Planning is an ongoing process – not an event!

Needs assessments and revisions to plans should occur at least annually.


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Essential to District/Campus Plans are:

1) Governance Support - the local school board has approved policies outlining the district and campus planning and decision-making processes in accordance with state statute.

2) Board Policy and Local Administrative Procedures Outlines the election of both district- and campus-based

professional staff members to the district and campus planning and decision-making committees

Outlines the selection of the business representative, parents, and other community members at both district and campus levels.


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Comprehensive Comprehensive Needs Needs

AssessmentAssessment


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Comprehensive Needs AssessmentComprehensive Needs AssessmentRequirementRequirement for all Federal Programs for all Federal Programs

District/Campus Improvement Plans must include provisions for a comprehensive assessment of the measurable performance of each group of students served by the district, including categories of ethnicity, socioeconomic status, sex, and populations served by special programs, including students in special education programs. TEC 11.252(a)(1) It may include: Quantitative measures of program outcomes Surveys or group evaluations indicating perceptions of

staff, parents, community members, and students Predicted needs based on projected enrollment,

demographic trends, legislative impact, and state and local political and economic events.


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Comprehensive Needs AssessmentComprehensive Needs AssessmentArea to be Assessed/Reviewed Potential Data Source

Student Performance by GroupAll Federal Programs (NCLB)

Assessment Data (TAKS/AEIS/Special Ed Assessment/TELPAS/TPRI)Disaggregated data, Failure RateSpecial Ed referral percentagesOther classroom student data

Student Attendance(NCLB)

Attendance Records

AP/SAT/ACT % AP classes and scoring 3 or 4 on the exam % Taking SAT/ %taking ACT

Completion/Drop-out(NCLB)

AEIS data( Gaps between At-Risk and not At-Risk)Student counseling and discipline referrals, Retention RatesDrop-out/Completion Rate

Highly Qualified Teachers/ Paraprofessionals(NCLB)

District Certification RecordsProfessional Development RecordsTeacher Retention DataNew Teacher Mentor Records

Professional DevelopmentTitle II Part A

PDAS Teacher Self-ReportsImpact on Student PerformanceESC XV/District Records

Parent InvolvementTitle I Part A and other Federal Programs (NCLB)

Parent Surveys (NCLB)Teacher conference records

School Climate Student/Staff/Parent Surveys

School Safety/Violence IssuesTitle IV, Part A (NCLB)

Discipline Referrals, PEIMS 425 & Gun Free Schools RecordsTEA SDFSC Annual Report, School Safety Walk-Through

Facilities Student/Staff/Parent/Community SurveysSafety Walk-Through

Student Performance by Group


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Needs Assessment: Analysis of Student PerformanceNeeds Assessment: Analysis of Student PerformanceStudents who are: Areas of Concern Causal Factors

Ask Why?

Where do we want to be? Ideas to get there…

WhiteTEC, NCLB

HispanicTEC, NCLB

African AmericanTEC, NCLB

Economically disadvantaged TEC, NCLB

LEP/Bilingual/ESLNCLB

Special educationNCLB

SCE/At-Risk

Male/Female

Homeless

Migrant


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Needs Assessment: Analysis of Other AreasNeeds Assessment: Analysis of Other Areas Areas of Concern Causal Factors

Ask Why?Where do we want to be?

Ideas to get there…

Student Attendance(NCLB)

AP/SAT/ACT

Drop-out/ Completion(TEC/NCLB)

Highly Qualified Teachers (NCLB)

Professional Development(NCLB)

Parent Involvement(Title Programs)

School Climate

Safety/Violence Issues (TEC, Title IV)

Technology, CATE (Title Programs)


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Comprehensive Needs Assessment:Comprehensive Needs Assessment:Summary of FindingsSummary of Findings

You may provide a written summary of the findings from the data analysis, i.e. Blank Elementary School has need for improvement in the areas of Math, 3rd grade Reading, 5th grade Science, Classroom Discipline, and Parental Involvement.

or choose to use something like the table below.

Prioritized Areas of Concern

Areas of Concern Data Source

Reading grade 3,5 State Accountability (AEIS)

Math scores grades 4, 5, 8, 11 State Accountability (AEIS)

Social Studies, ELA, Math, and Science scores grade 11 State Accountability (AEIS)

Participation & Performance – ELA and Mathematics Federal Accountability – AYP for NCLB

Gifted and Talented over-identification and under-identification of Low Socio-Economic students

Program Accountability; Parent, community, and student surveys

Special Education over-identification of Hispanic and Low Socio-Economic students

Program Accountability

Counseling Program Parent, community, and student surveys; administration evaluations

Special Programs – Dyslexia, ESL, LEP, Migrant, Title I A, CATE, Students At-Risk (SCE)

Parent, community, and student surveys; student achievement; participation in special programs


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State Compensatory Education State Compensatory Education Program Evaluation/Needs AssessmentProgram Evaluation/Needs Assessment

TAKS Math% Met Standard

Reading/ELA% Met Standard

Writing% Met Standard

Science% Met Standard

Social Studies% Met Standard

2004 2005 2006 2004 2005 2006 2004 2005 2006 2004 2005 2006 2004 2005 2006

Students At-Risk

Students Not At-Risk

Drop Out Data Completion Data

2003 2004 2003 2004

Students At-Risk

Students Not At-Risk


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State Compensatory EducationState Compensatory Education

Example:The comprehensive, intensive, accelerated instruction program at Blank ISD consists of after school tutorials for students at-risk, two additional math teachers to reduce the student teacher ratio in math, and the purchase and implementation of the Capturing Kids Hearts program to reduce the risk for students dropping out of school.

Optional for Title I Schoolwide schools:At _________ School State Compensatory Funds are used to support Title I initiatives.

The State Compensatory Education program at this district/campus….

Total SCE funds allotted to this District/Campus______________________________Total FTEs funded through SCE at this District/Campus________________________Students are entered into the State Compensatory Education program when_______________________________________________________________________________________________________________________________________________________________________________________________________________________________Students are exited from the State Compensatory Education program when_______________________________________________________________________________________________________________________________________________________________________________________________________________________________


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State Compensatory EducationState Compensatory EducationState of Texas Student Eligibility CriteriaState of Texas Student Eligibility Criteria

A student under 21 years of age and who:

1. Is in prekindergarten – grade 3 and did not perform satisfactorily on a readiness test/assessment given during the current school year.

2. Is in grades 7-12 and did not maintain a 70 average in two or more subjects in the foundation curriculum during a semester in the preceding or current school year OR is not maintaining a 70 average in two or more foundation subjects in the current semester.

3. Was not advanced from one grade to the next for one or more school years4. Did not perform satisfactorily on a state assessment instrument, and has not in the previous or current

school year performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument

5. Is pregnant or is a parent6. Has been placed in an AEP during the preceding or current school year7. Has been expelled during the preceding or current school year8. Is currently on parole, probation, deferred prosecution, or other conditional release9. Was previously reported through PEIMS to have dropped out of school10. Is a student of limited English proficiency11. Is in the custody or care of DPRS or has, during the current school year, been referred to DPRS12. Is homeless13. Resided in the preceding school year or resides in the current school year in a residential placement

facility in the district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.


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Federal, State and Local Funding SourcesFederal, State and Local Funding Sources Federal funding sources that will be integrated and coordinated with State and Local funds Federal funding sources that will be integrated and coordinated with State and Local funds

to meet the needs of all studentsto meet the needs of all students::

Federal Programs

Title 1, Part A,

Title I, Part C (Migrant)

Title II, Part A (TPTR)

Title II, Part D (Technology)

State Programs

State Compensatory Education

Gifted/Talented

Local Programs

ESC XV Grant

. Example

Title I Component #10


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Needs Assessment•Data collection•Analysis

Goals & Goals & ObjectivesObjectives

Strategies &Activities

Professional Development & Sustained Support

Implementation•Who?•By When?•What do we need?

Ongoing Formative Evaluation

Quality

Summative Evaluation

StudentPerformance


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GoalsGoals

� Update GOALS based on state and federal standards.Goals are long range (3-5 years), and are broad statements of expected outcomes that are consistent with the vision and mission of the district. Goals provide direction and focus. There are mandated goals in law at the state and federal levels.

Example: By 2010 Blank ISD will have an Exemplary rating for student performance and be on track so that 100% of students meet standard in 2014 (NCLB).


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Goal 1: Example: Blank ISD will have an Exemplary rating by 2010 and be on track for 100% student proficiency by 2014 (NCLB).

Objective 1: Example: By May 2006, 80% of all students and each student group, including Special Education students tested, will pass all portions of the state assessment and 80% of the students taking the Alternative Assessment will meet ARD expectations. This Campus/District will meet AYP in every area measured.Summative Evaluation: 80% of all students pass all portions of the state tests, meet ARD expectations, and the Campus/District will meet AYP.

Data2005-06

All Students H W AA ED Migrant LEP Spec. Ed.

GT Male Female

% Met Standard

Activity/Strategy *Title 1 Schoolwide Component

(#1-10)

Person(s) Responsible

Timeline Resources Formative Evaluation

Goals: Long range (3-5 years) that reach to the state and federal standards. Plans must have goals for Student Performance, Completion Rate/Drop out/At-risk, Highly Qualified Teachers, Violence Prevention and Intervention (campus) and Parent Involvement (campus). The district/campus may write any additional goals desired.


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ObjectivesObjectivesWrite OBJECTIVES for the school year that address the needs of all students

and all student groups.Objectives are specific, measurable, expected results or outcomes for all student

populations served. They target observable behaviors that provide indicators for student performance. District objectives should be logically related to campus performance objectives and provide direction and support for campus improvement initiatives.

Example: By May 2006, 80% of all students and all student groups, will meet the standard on TAKS, and 80% of Special Education students taking the Alternative Assessment will meet ARD expectations.

Example: By May 2006, 80% of students in special program areas, including LEP, Migrant, G/T, At-Risk, and Special Education will meet the standard on TAKS.


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Data2005-06


GT Male Female

% Met Standard


(#1-10)



Objective: Specific, measurable, annual targets. Objectives must address all State and Federal standards that apply. Objectives must address all students and all student groups* for whom improvement is needed, including students in Special Education. Objectives should answer the question: Who will do what, by when, and to what extent? *W, H, AA, ED, Spec Ed, G/T, Title I, Migrant, LEP, Bilingual/ESL, At-Risk, M/F etc.


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Measurable Objectives Measurable Objectives ExamplesExamples

Performance objectives with measurable objectives By May 2006, parent involvement and participation is

increased by 10% as evidenced in the number of parents participating.

By May 2006, student discipline is decreased by 15% decrease as evidenced by the number of office referrals.

By May 2006, all student groups achieve 75% or higher in each subject tested on TAKS.


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Measurable ObjectivesMeasurable ObjectivesNon-examplesNon-examples

Performance objectives that do not meet measurable requirements

Encourage Parent Involvement Students will behave better Increase student achievement


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Goals & Objectives

Strategies &Strategies &ActivitiesActivities




Quality


StudentPerformance


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StrategiesStrategies

Write Strategies that address: the needs of all students and all student groups, including special

education instructional methods for students not achieving their full

potential methods for addressing the needs of students in special programs

Criteria to consider for each activity/strategy: IMPACT on STUDENT IMPROVEMENT TIME required for implementation COMMITMENT of those implementing the activity/strategy

Is training needed? RESOURCES necessary to do it


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Data2005-06


GT Male Female

% Met Standard


(#1-10)



Provide tutorial times after school for students who are At-risk of failing in the core subject areas

1,9

Utilize pre-referral strategies to determine educational needs of students struggling in classrooms

1,8,9

Strategies/Activities

Tell how the objective will be accomplished.Write specific action statements describing what will be done to improve, and which student groups will benefit.


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State Requirements for Activities/Strategies (TEC)Activities/Strategies must address:

Instructional methods for students not achieving The needs of students in special programs such as violence prevention,

suicide prevention, conflict resolution, or dyslexia treatment programs Drop out reduction Integration of technology in instructional programs Career education Accelerated education (at-risk, SCE) Staff development for professional staff Information to middle/high school parents, counselors, students regarding

higher education opportunities, including TEXAS and Teach for Texas grants, admissions and financial aid for higher education, and the need to make informed curriculum choices

Pregnancy related services Prevention of unwanted physical or verbal aggression, sexual harassment,

and other forms of bullying


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Strategies for Special Education

(Optional for CIP)

1. Timeline for initial evaluation 2. Least Restrictive Environment 3. Related Services 4. Timeline for Reevaluation 5. Transition Services


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Data2005-06


GT Male Female

% Met Standard


(#1-10)




2,9


2,9

Title I Schoolwide Campus:

Identify one or more of the 10 schoolwide components for activities that apply


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Required Title I Schoolwide Campus Plan Components

1. Comprehensive Needs Assessment of the entire school (including all program areas)

2. Reform strategies that address the needs of all children in the school, but particularly the needs of children of target populations of any program that is included in the schoolwide program and that use effective methods and instructional strategies based on scientifically based research.

3. Instruction by highly qualified teachers (Show appropriate staff development to meet the needs of students at-risk in the D/CIP)

4. Professional development for teachers and aides, and where appropriate, pupil services personnel, parents, principals, and other staff who work for the student improvement

5. Strategies to attract high-quality highly qualified teachers to high-need schools

6. Strategies to increase parental involvement


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Required Title I Schoolwide Campus Plan Components

7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start and Even Start, to local elementary school programs. (Examples could include: provide parents and students with a kindergarten orientation session; teachers from pre-K/K meet to discuss instructional programs, kindergarten Objectives, and needs of students, etc.)

8. Steps to include teachers in the decisions regarding the use of assessments. (In the formative evaluation column of the CIP show that teachers use benchmarks to analyze performance, use classroom observations and teacher-made tests to assess students)

9. Activities to ensure that students who experience difficulty mastering any of the state standards during the school year will be provided with effective, timely additional assistance.

10. Coordination and integration of Federal, State, and local services and programs, such as violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training


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Goals & Objectives



Implementation•Who?•By when?•What do we need?


Quality


StudentPerformance


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ImplementationImplementationIdentify staff responsible

Use positions of those who will implement the activity

Set timelines for ongoing monitoring of strategies throughout a grading period or instructional period. Incremental progress reviews should be scheduled for discussion by the Committee.


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Data2005-06


GT Male Female

% Met Standard


(#1-10)


Monitoring Timeline

Resources Formative Evaluation

Provide tutorial times during school day for students who are At-risk of failing in the core subject areas

2,9 Core-Subject Teachers

End of each six weeks

Title I Funds

SCE Funds

$6,435

.4FTE


2,9 Classroom teachers

Sp Ed teacher


Local Funds

Sp Ed Funds

This area should name the position of those who will implement the strategy.

Monitoring checkpoints should be clearly set.

“August to May,” “as needed” and “Ongoing” are not acceptable. Identify the month(s) when the strategy will be monitored.


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ResourcesResources

Identify the resources needed to implement the plan

People Space Materials Equipment Funding Sources


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Data2005-06


GT Male Female

% Met Standard


(#1-10)




2,9 Title I Funds

SCE Funds

$6,435

.4 FTE


2,9 Local Funds

Sp Ed Funds

Resources are those things that are necessary to accomplish the strategy/activity.

They could be materials, People, such as the Librarian or ESC XV, funding sources such as SCE, Title I, Title II A, Grants, Shared Services Arrangements, etc.


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Goals & Goals & ObjectivesObjectives





Quality


StudentPerformance


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Formative EvaluationFormative EvaluationWhat is formative What is formative evaluation?evaluation?

Periodically evaluating the steps involved would be

an example of formative evaluation.

How will you know before the end of the year whether or not the strategy/activity is having the desired effect on students?

Examples would be, check lesson plans weekly, evaluate student projects at the end of each six weeks, examine attendance records, check on the passing rates of students each six weeks, etc.


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Data2005-06


GT Male Female

% Met Standard


(#1-10)






Title I Funds

SCE Funds

$6,435

.4FTE

Improved six-weeks grades; Reduced failure rate



Sp Ed teacher


Local Funds

Sp Ed Funds

Reduction in failure rates; Decrease in number of referrals

Formative Evaluation is directly related to the Strategy. It answers the questions:

“How will we know this strategy is successful before May? What will we be able to see that will indicate that this strategy is working?”


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Summative EvaluationSummative EvaluationWhat is summative What is summative evaluation?evaluation?

Evaluating how one got to from point A to point B and analyzing the outcome would be an example of summative evaluation.

The measures summarize the cumulative results for the year.

Were the desired performance objectives met?

Examples are using summaries of annual performance reports, summaries of parent surveys, summaries of staff development evaluations, pass/failure rates, attendance/drop summary reports, etc.


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Goal 1: Example: Blank ISD will have an Exemplary rating by 2010 and be on track for 100% student proficiency by 2014 (NCLB). Objective 1: Example: By May 2006, 80% of all students and each student group, including Special Education students tested, will pass all portions of the state assessment and 80% of the students taking the Alternative Assessment will meet ARD expectations. This Campus/District will meet AYP in every area measured.

Summative Evaluation: 80% of all students pass all portions of the state tests, meet ARD expectations, and the Campus/District will meet AYP.

Data2005-06


GT Male Female

% Met Standard


(#1-10)






Title I Funds

SCE Funds

$6,435

.4FTE

Improved grades; Reduced failure rate



Sp Ed teacher


Local Funds

Sp Ed Funds

Reduction in failure rates; Decrease in number of referrals

Summative Evaluation answers the question:Did we meet our objective?These are the final results at the end of the year.It is critical to evaluate all programs and student groups, but especially Federal Program areas for which the district and campus receive funds.


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Goal: Long range (3-5 years) that reach to the state standards for AEIS. Plans must have goals for Student Performance, Completion Rate/Drop out/At-risk, Highly Qualified Teachers, Violence Prevention and Intervention (campus) and Parent Involvement (campus). The district/campus may write any additional goals necessary for student improvement.

Objective: Specific, measurable, annual targets. Objectives must address all AEIS that apply. Objectives must address all students and all student groups* f or whom improvement is needed, inc luding students in Special Educat ion. Objectives should answer the question: Who will do what, by when, and to what extent? *W, H, AA, ED, Spec Ed, G/T, Title I, Migrant, LEP, Bilingual/ESL, At-Risk

Summative Evaluation: Restates the Objective

Observable behavior or outcomes that will indicate the strategy or activity is working (before May)

Answers the question “How will we know we are successful”?

Has a student focus when appropriate.

Resources are clearly specified materials, personnel, costs, funding sources, etc. necessary to accomplish the strategy/activity.

SCE fund allotments must be clearly ident ified by dollar amounts and # of FTE’s receiving salary from SCE to accomplish the supplemental activity/strategy.

Timeline tells:

When the strategy or activity will be monitored,

Identify position(s) of the persons implementing each strategy

Write specific statements describingwhat will be done to improve, and which student groups will benefit.

Begin statements with a verb/action.

Carry forward from previous year those activities staff still needs to focus on. (with the exception of mandated strategies*)

Formative Evaluation

ResourcesTime LineStaff ResponsibleStrategy/Activity


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State Compensatory EducationState Compensatory Education

Law requires the D/CIP; it is the primary record supporting expenditures attributed to the SCE program.


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State Compensatory EducationState Compensatory EducationDistrict Policies and ProceduresDistrict Policies and Procedures

Districts, including charter schools receiving SCE funding, are required to have written policies & procedures to identify:

students who are at risk of dropping out of school students who are at risk of dropping out of school under local criteria and documentation of compliance with the 10% cap how students are entered into the SCE program;how students are exited from the SCE program;the methodologies involving calculation of 110% satisfactory performance on all assessment instruments; andthe cost of the regular education program in relation to budget allocations per student and/or instructional staff per student ratio.

(Module 9, Section 9.2.3)


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Purpose of the SCE ProgramPurpose of the SCE Program

Compensatory education is defined in law as programs and/or services designed to supplement the regular education program for students identified as at risk of dropping out of school.

The purpose is to increase the academic achievement and reduce the drop out rate of these students.

§42.152, TEC


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District/Campus Improvement PlanDistrict/Campus Improvement PlanThe district and/or campus improvement plan must include the followingThe district and/or campus improvement plan must include the following::

Total amount of SCE funds allocated for Total amount of SCE funds allocated for resources & staff (resources & staff (Please include this information in Please include this information in dist. & each plan)dist. & each plan)

Comprehensive needs assessment Comprehensive needs assessment

Identified strategiesIdentified strategies

Supplemental financial resources Supplemental financial resources for SCEfor SCESupplemental FTEs for SCESupplemental FTEs for SCE

Measurable Performance Objectives Measurable Performance Objectives

Timelines for monitoring strategiesTimelines for monitoring strategies

Formative and summative evaluation Formative and summative evaluation criteriacriteria

§11.253 of the Texas Education Code


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The district and/or campus improvement plan must include The district and/or campus improvement plan must include the following:the following:

TotalTotal amount of SCE funds allocated for resources amount of SCE funds allocated for resources & staff & staff

SCE must indicate the SCE must indicate the actual dollar actual dollar amountsamounts for for activities and SCE dollars activities and SCE dollars that show 85% of the that show 85% of the entitlement entitlement

DIPDIP shows shows cumulative summarycumulative summary of of program and program and entire budgetentire budget

CIPsCIPs show show specificspecific campus activities and campus activities and campus campus budgetbudget



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The district and/or campus improvement plan must include The district and/or campus improvement plan must include the following:the following:

Supplemental financial Supplemental financial resourcesresources for SCE for SCE

State Compensatory Ed. must indicate the State Compensatory Ed. must indicate the actual actual dollar amounts for dollar amounts for activities/strategies.activities/strategies.


Supplemental Supplemental FTEsFTEs for SCE for SCE

FTEs must be shown for SCE activities involvingFTEs must be shown for SCE activities involving personnel at both the personnel at both the districtdistrict and and campuscampus level. level.

Measurable Performance ObjectivesMeasurable Performance Objectives

Measurable student performanceMeasurable student performance objectivesobjectives based based on the needs assessment data.on the needs assessment data.


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education service center region xv 1 designing district/campus improvement plans to support student...

Documents

campus planning

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district improvement

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