Improvement Plans at Donna ISD by rae18192


									Collaborative Tools for Managing
      District and Campus
      Improvement Plans

         DAVID BOWLES, Ed.D.
             DONNA ISD
      Stages in the Improvement Process

 Comprehensive Needs Assessment
 Creation of Plan
 Maintenance and Use of Plan
 Evaluation of Plan
      Comprehensive Needs Assessment

 Definition: a systematic effort to acquire an accurate,
  thorough picture of the strengths of a school
  community that can be used in response to the
  identified educational needs of students.
 The CNA should be the centerpiece of the planning
  process– the database from which the planning team
  develops its vision of the future.
 Assessing needs comprehensively means getting the
  full breadth of information for depth of
              Why is a CNA necessary?

 It is legislated in the TEC
   The plan must include provisions for a comprehensive needs
    assessment addressing student performance on the academic
    excellence indicators, and other appropriate measures of
    performance. TEC 11.252(a)(1-2)
   Campus-level committees must assess the academic
    achievement for each student in the school using the academic
    excellence indicator system. TEC 11.253
              Why is a CNA necessary?

 It is legislated in No Child Left Behind
   A school-wide program shall include a comprehensive needs
    assessment of the entire school that is based on information on
    the performance of children in relation to the state content
    standards and the state performance standards.
 It is good practice
   As causal factors are identified, better strategies for
    improvement can be proposed and implemented.
   Using this review process aids the district and campuses in
    determining the effectiveness of educational programs for each
    and every student population served.
                     Five Steps

 Step 1: Establish the CNA/improvement team.

 Step 2: Clarify the vision for reform.

 Step 3: Create the school profile.

 Step 4: Identify data sources.

 Step 5: Analyze Data.
        What do we do with the results?

 Carefully review the data and findings. Recruit
  “outside eyes” as appropriate.
 Summarize the data, findings, and priority needs in a
  comprehensive needs narrative.
 Utilize the CNA to generate your improvement plan.
            Why do we need a CIP?

 Provides “focus” for school improvement and
  maintenance efforts, especially guiding
 Establishes what staff is responsible for in
  relationship to learning (goals / performance
  objectives) and teaching (strategies /activities)
 Required through SB1, Title I, State Compensatory
  Education, and other programs
 Serves as a primary audit document
 Typical Problems with Improvement Plans

 Process issues
   Multiple editors typically mark up a hard copy of the previous
    year‟s plan
   A single person is then responsible for interpreting their
    revisions and making a revised version for the following year
 Product issues
   There is usually just a single electronic version of the CIP or
    DIP, typically on a secretary‟s computer.
   Even if the file is sent out to all stakeholders, navigating it is
   Hard copies of these plans in binders tend to sit on shelves
                           Ideal Solution

 A collaborative document that is
   Easily navigable
        Perhaps via a table of contents
    Quickly accessible to all stakeholders
      On-line
      Capable of being used continuously to guide purchases and
       practice throughout the year
    Editable by multiple individuals
      Need to limit editors to just certain campuses or to just the district
      Need for secure registration while leaving plans visible to public

 The above solution is a description of a wiki
                       Selecting a Wiki

 “A wiki is a website that allows the easy creation and
  editing of any number of interlinked web pages via a web
  browser using a simplified markup language or a
  WYSIWYG text editor. Wikis are typically powered by
  wiki software and are often used to create collaborative
  websites, to power community websites, for personal
  note taking, in corporate intranets, and in knowledge
  management systems.”
 Common Freeware Wiki Software Titles
     PhpWiki
     PmWiki
     JAMwiki
     Foswiki
     TikiWiki (also more broadly a content management system)
                       Using TikiWiki

 Benefits of
   Ability to create user /page categories and link them

   Ability to create a structure by entering an outline (from which
    the software creates the corresponding pages)
   Ability to create a series of templates that can be easily
    dumped into empty pages (such as those created from a
    structure outline)
   Ability of editors in a given category to make changes to a page
    in the structure at any time, making that structure a living
   Ability of administrators to “roll back” to previous versions of a
    page in the event that a mistake is made in editing
Real-World Application
This is the main page of the website for Donna ISD‟s
DIP and CIPs. It is available for public view at
Under Admin:Groups, site
administrators can create user groups
that correspond to campuses or
departments. When individuals
register, they will be prompted for the
group they should belong to.
Under the “Categories”
option, we can create new
categories that correspond to
a school or department.

                                We can then
                                so that only
                                people in a
                                user group
                                can edit
                                pages with a
Under wiki:structures, we can create a new
structure. Levels of the hierarchy are indicated
by spaces. At this point, we select the category
the structure belongs to, and when the structure
is generated, those pages will be editable by
people enrolled in those groups
Under Admin:content
templates, we can set
up as many templates
as we want. When
editors open a blank
page, they can use a
drop-down menu to
insert the appropriate
pre-set format for
that section.
Here in the introduction we lay out the
district goals and profile. The overview of
needs is a narrative of our CNA, and there is
also an evaluation of last year‟s DIP.

                 Clicking on DIP in the right menu reveals
                 the table of contents for the DIP, listing
                 every section of the DIP for quick
                 navigation directly to the area of viewer
The improvement plans in our district
are organized by the four district
goals; different departments or areas
are grouped accordingly.

In addition to the comprehensive
needs assessment at the beginning of
the document, you will note that each
departmental CNA„s findings are
summarized in Appendix A.
Professional development plans
are included in Appendix B.

Our district performance
objectives for the next three
years are found in Appendix D.

Any required compliance plans
are placed in Appendix E.

This summer, we‟ll complete the
evaluation of this year‟s DIP.
This is the narrative of our CNA„s
findings and what we, generally
speaking, plan to do about our
areas of need.
Part of the narrative is the creation of
hypotheses, rooted in analysis, as to why
the data shows the weaknesses it does. As
a result of those hypotheses, we roughly
spell out some key initiatives.
Here‟s a sample summary of findings with the codes that are used in the
actual DIP itself to correlate initiatives to the CNA.
This is an actual section of the DIP. Note that most of
the columns are actually mandated by TEC. We’ve
added the needs assessment column to correlate
clearly with the CNA.
Note that under
resources many
initiatives have
specific dollar
amounts and
numbers. At
Donna ISD,
purchases have
to be tied directly
to the
Clicking on the edit icon or button brings up the editing window;
the WYSIWYG version is very similar to the menus of word
processing software. The featured table was created in Word
and added, via Admin:Content Templates, to the set of possible


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