Designing DistrictCampus Improvement Plans to Support Student Achievement

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Designing District/Campus Improvement Plans to
Support Student Achievement

• Education Service Center Region XV

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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.

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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.

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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.

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• 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.

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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.

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Comprehensive Needs Assessment
Student Performance by Group
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Needs Assessment Analysis of Student Performance
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Needs Assessment Analysis of Other Areas
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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.

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State Compensatory Education Program
Evaluation/Needs Assessment

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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.
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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.

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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
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• 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?

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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).

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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.
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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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.

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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.
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 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.

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Measurable ObjectivesNon-examples

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

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• 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?

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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

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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.

• 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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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
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• 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

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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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• 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?

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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.

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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.
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.
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Resources

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

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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.

• 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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• 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?

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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.
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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.
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 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.
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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.
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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State 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 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)
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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
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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

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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

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Campus Improvement Plan
11.253 of the Texas Education Code

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

• Supplemental financial resources for SCE
• State Compensatory Ed. must indicate the actual
  dollar amounts for activities/strategies.

• Supplemental FTEs for SCE
• FTEs must be shown for SCE activities involving
  personnel at both the district and campus level.

• Measurable Performance Objectives
• Measurable student performance objectives based
  on the needs assessment data.