Designing DistrictCampus Improvement Plans to Support Student Achievement

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Designing DistrictCampus Improvement Plans to Support Student Achievement

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Title: Designing DistrictCampus Improvement Plans to Support Student Achievement

1
Designing District/Campus Improvement Plans to
Support Student Achievement

Education Service Center Region XV

2
District 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.

3
Campus 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.

4
Basic 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.
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.

Planning is an ongoing process not an event!
Needs assessments and revisions to plans should
occur at least annually.
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.

6
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7
Comprehensive Needs AssessmentRequirement 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.

8
Comprehensive Needs Assessment
Student Performance by Group
9
Needs Assessment Analysis of Student Performance
10
Needs Assessment Analysis of Other Areas
11
Comprehensive Needs AssessmentSummary 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.

12
State Compensatory Education Program
Evaluation/Needs Assessment

13
State Compensatory Education
The State Compensatory Education program at this
district/campus.
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.
Total SCE funds allotted to this
District/Campus______________________________ Tota
l 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______________________________________
__________________________________________________
__________________________________________________
__________________________________________________
___________________________________
Optional for Title I Schoolwide schools At
_________ School State Compensatory Funds are
used to support Title I initiatives.
14
State Compensatory EducationState of Texas
Student Eligibility Criteria

A student under 21 years of age and who
Is in prekindergarten grade 3 and did not
perform satisfactorily on a readiness
test/assessment given during the current school
year.
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.
Was not advanced from one grade to the next for
one or more school years
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
Is pregnant or is a parent
Has been placed in an AEP during the preceding or
current school year
Has been expelled during the preceding or current
school year
Is currently on parole, probation, deferred
prosecution, or other conditional release
Was previously reported through PEIMS to have
dropped out of school
Is a student of limited English proficiency
Is in the custody or care of DPRS or has, during
the current school year, been referred to DPRS
Is homeless
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.

15
Federal, State and Local Funding Sources Federal
funding sources that will be integrated and
coordinated with State and Local funds to meet
the needs of all students

Example
Title I Component 10
16

Needs Assessment
Data collection
Analysis

Goals Objectives
Summative Evaluation
Quality
Ongoing Formative Evaluation
Strategies Activities
Student Performance
Professional Development Sustained Support

Implementation
Who?
By When?
What do we need?

17
Goals

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).

18
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.
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.
19
Objectives

Write 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.

20
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.
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.
21
Measurable Objectives Examples

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.

22
Measurable ObjectivesNon-examples

Performance objectives that do not meet
measurable requirements
Encourage Parent Involvement
Students will behave better
Increase student achievement

Needs Assessment
Data collection
Analysis

Goals Objectives
Summative Evaluation
Quality
Strategies Activities
Ongoing Formative Evaluation
Student Performance
Professional Development Sustained Support

Implementation
Who?
By When?
What do we need?

24
Strategies

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

25
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.

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.

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

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

28
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.
Title I Schoolwide Campus Identify one or more
of the 10 schoolwide components for activities
that apply
29

Required Title I Schoolwide Campus Plan
Components
Comprehensive Needs Assessment of the entire
school (including all program areas)
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.
Instruction by highly qualified teachers (Show
appropriate staff development to meet the needs
of students at-risk in the D/CIP)
Professional development for teachers and aides,
and where appropriate, pupil services personnel,
parents, principals, and other staff who work for
the student improvement
Strategies to attract high-quality highly
qualified teachers to high-need schools
Strategies to increase parental involvement

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

Needs Assessment
Data collection
Analysis

Summative Evaluation
Goals Objectives
Quality
Ongoing Formative Evaluation
Strategies Activities
Student Performance
Professional Development Sustained Support

Implementation
Who?
By when?
What do we need?

32
Implementation

Identify 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.

33
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.
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.
This area should name the position of those who
will implement the strategy.
34
Resources

Identify the resources needed to implement the
plan
People
Space
Materials
Equipment
Funding Sources

35
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.

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.

Needs Assessment
Data collection
Analysis

Goals Objectives
Summative Evaluation
Quality
Ongoing Formative Evaluation
Strategies Activities
Student Performance
Professional Development Sustained Support

Implementation
Who?
By When?
What do we need?

37
Formative Evaluation
What is formative 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.
38
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.
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?
39
Summative Evaluation
What is summative 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.
40
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.
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.
41
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42
State Compensatory Education

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

43
State Compensatory EducationDistrict 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 and
the 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)
44
Purpose 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
45
District/Campus Improvement Plan
11.253 of the Texas Education Code

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

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

Comprehensive needs assessment

Identified strategies

Supplemental financial resources for SCE

Supplemental FTEs for SCE

Measurable Performance Objectives

Timelines for monitoring strategies

Formative and summative evaluation criteria

46
Campus Improvement Plan
11.253 of the Texas Education Code

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

Total amount of SCE funds allocated for resources
staff
SCE must indicate the actual dollar amounts for
activities and SCE dollars that show 85 of the
entitlement
DIP shows cumulative summary of program and
entire budget
CIPs show specific campus activities and campus
budget

47
Campus Improvement Plan
11.253 of the Texas Education Code