Why do we need a Campus Improvement Plan • Provides “focus” for school improvement and maintenance efforts • Establishes what staff is responsible for in relatio

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Why do we need a Campus Improvement Plan • Provides “focus” for school improvement and maintenance efforts • Establishes what staff is responsible for in relatio Powered By Docstoc
					           Why do we need a Campus
                  Improvement Plan?
• Provides “focus” for school improvement and
  maintenance efforts
• 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

•   Additional Reasons?
                Who is responsible for
                 developing the plan?

• Campus administration must ensure
  that a plan is developed,
  implemented, and reviewed, although
  the plan itself should reflect input from
  all staff and other stakeholders, as
  appropriate.
 Campus Improvement Plan

            vs.

Continuous Improvement Plan
     Requirements for Campus Plans

• State statute outlines the specific
  components that must be included in the
  campus improvement plan.
• Since campus and district plans must be
  mutually supportive, it is essential to
  ensure that assessment areas,
  objectives, strategies, and evaluation
  components for campus plans reflect
  consideration of those in the district plan.
      Requirements for Campus Plans
• In accordance with state requirements,
  each campus improvement plan must:
  1) assess academic achievement for each student in the
     school using the academic excellence indicator system
     as described by Section 39.051;
  2) set campus performance objectives based on the
     academic excellence indicator system, including
     objectives for special needs populations, including
     students in special education programs under
     Subchapter A, Chapter 29;
  3) identify how campus goals will be met for each student;
  4) determine resources needed to implement the plan;
  5) identify staff needed to implement the plan;
      Requirements for Campus Plans
•   In accordance with state requirements,
    each campus improvement plan must:
    6) set timelines for reaching the goals;
    7) measure progress toward the performance objectives
       periodically to ensure that the plan is resulting in
       academic improvement;
    8) include goals and methods for violence prevention
       and intervention on campus; and
    9) provide for a program to encourage parental
       involvement at the campus.
         Critical Components of Plans

•   Mission Statement
•   Comprehensive Needs Assessment
•   Long-Range Goals
•   Performance Objectives
•   Strategies
•   Resource Allocation
•   Implementation
•   Evaluation
    – Formative Evaluation
    – Summative Evaluation
     Critical Components of Plans

• Details within each component
  should be appropriate for ages,
  grade levels, and specific
  characteristics of the students
  served within the campus.
                           Integrated Planning
• State law stipulates that
   – district and campus plans must be mutually
     supportive to accomplish the identified objectives
     for improvement of student performance (TEC
     §11.251) and support the state goals and
     objectives.

• Therefore, procedures should be
  considered by which the district and
  campus planning and decision-making
  committees
   – have clearly established channels for
     communication, and
   – have the opportunity to review each committee’s
     recommendations while revising the district and
     campus plans.
                     Integrated Planning

• Districts that have only one campus may
  have one committee to serve both district
  and campus levels and may develop one
  improvement plan to serve both the
  district and the campus levels [TEC
  §11.252(c)].
                   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.
   – Goals should reflect the underlying philosophy that all
     students can learn and should serve to close the identified
     gaps in performance among student populations.
   – Goals and objectives should be driven by local needs
     assessment data.
   – Goals should be based on a long-range vision and should be
     developed to reflect multiple-year targeted outcomes for
     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.
                   Basic Assumptions About
                          Effective Planning
– Plans should take into consideration innovative structures and
  approaches to facilitate meaningful improvements in student
  outcomes.
– Budgets should be developed in coordination with campus
  plans that include broad-based parameters regarding the
  allocation of resources.
– The resource component of the plan should indicate how funds
  and other resources will be used to accomplish established
  goals and objectives.
– Plans should include measurable checkpoints and incremental
  timelines to ensure that outcomes are monitored frequently.
– Formative (or frequent, ongoing) evaluation should provide the
  opportunity and basis for corrective actions during the
  implementation of the plans -- even if it becomes necessary to
  re-define objectives and strategies midstream.
– Summative (or annual) evaluation should be used to celebrate
  accomplishments as well as to define and initiate needed areas
  for change.
                         The Planning Process
• Planning is an ongoing process – not an event!
• Needs assessments and revisions to plans
  should occur at least annually.
• Effective planning processes include the
  following steps:
   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
       • outline the election of both district- and campus-based
          professional staff members to the district and campus
          planning and decision-making committees
       • Outline the selection of the business representative,
          parents, and other community members at both district
          and campus levels.
                      The Planning Process
3)   Follow local district policy, administrative procedures,
     and requirements of state statute to elect (or select,
     where appropriate) district and campus professionals
     for the district and campus committees.
4)   Specialists, including staff knowledgeable of federal
     requirements, have an opportunity to provide input in
     the planning and decision-making process so the
     needs of special students are appropriately addressed
5)   Conduct a comprehensive needs assessment,
     beginning with current student performance for all
     student populations tested.
6)   Assess the needs of special populations - Needs
     assessment information should be available for all
     student populations served by federal funds and State
     Compensatory Education
7)   Identify needs of other stakeholders and areas
Comprehensive
   Needs
 Assessment
Results of the Comprehensive Needs
 Assessment should drive the plan…
• In other words, what do we NEED in
  order to achieve our goals and
  objectives…!


 •Strategies, activities, materials, resources, etc.
 •There should be evidence that the needs
 assessment was conducted. This does not
 mean simply including your data. This DOES
 mean that you have included your findings.
                             The Planning Process
8) Organize for planning
     •   Provide training for committee members to develop skills in
         brainstorming, problem solving, and consensus building
     •   Select formats and procedures for developing plans
     •   Set times and locations for committee work
     •   Appoint skilled facilitators
     •   Provide for adequate clerical support
     •   Access needed materials, space, and equipment.
9)  Conduct planning sessions.
•   Identify resources necessary to accomplish performance
    objectives. If needed, conduct a cost-benefit analysis to
    provide support for prioritizing strategies and/or for
    generating additional resources.
11) Complete the planning documents. Include performance
    objectives for all student populations served, strategies with
    sequential activities, incremental timelines for completion of
    activities, specific personnel assignments, resource
    allocations, and formative and summative evaluative criteria.
                             Strategies

• NCLB requires that strategies be
  Scientifically Research-Based …Proven
  to work!!
• What evidence exists to ensure that
  strategies meet this requirement?
                          Resources
• Fiscal, materials, human, etc.
• Coordinated funding is documented
  here. In other words, how are you
  showing that multiple fund sources
  are used to support a strategy?
• SCE auditors look for evidence in
  the plan to support how SCE monies
  are spent….
        Planning Format / Templates

• The format and template is a local
  decision
• Required components must be
  reflected
                          The Planning Process
12) Develop formative evaluation criteria that allow for periodic
    measurement of specific student outcomes related to
    performance objectives.
13) Develop recommendations for a comprehensive budget
    aligned with strategies identified to accomplish stated
    performance objectives.
14) Ensure that a draft of the proposed plans has been made
    available for review to representatives of all stakeholder
    groups prior to final submission of the performance
    objectives to the board for approval.
15) Provide a review of the proposed district and campus
    performance objectives for board approval. It is also
    recommended that the board members receive an overview
    of district and campus plans so that they may provide
    community leadership and policy support for strategies and
    resource allocations recommended by the planning and
    decision-making committees.
16) After board approval of the goals (& performance objectives),
    disseminate plans to all district and campus staff, and make
    them available to parents, community, and the business
    representative, parents, and other community members
    through established systematic channels.
                         The Planning Process
17) Allocate adequate resources to accomplish the strategies.
    Assign specific staff members to guide implementation of
    each strategy and activity within each plan and to be
    responsible for periodic evaluation of the completion of
    activities throughout the school year. It is suggested that
    these personnel report progress regarding
    implementation of the strategies at least quarterly to the
    respective district- and campus-level committees.
18) Implement the plans, ensuring fidelity to the strategies
    outlined.
19) Monitor the ongoing implementation of each plan
    according to identified incremental timelines and
    formative evaluative criteria, and make adjustments as
    needed.
20) Evaluate the accomplishment of targeted performance
    objectives on an annual basis, following state
    requirements for public disclosure and input through
    public meetings.
     Campus Improvement Plan and State
               Compensatory Education
The district and/or campus improvement plan must
                 include the following:

   Total amount of SCE funds allocated for resources & staff
   Comprehensive needs assessment
   Strategies
   Supplemental financial resources for SCE
   Supplemental FTEs for SCE
   Measurable performance objectives
   Timelines for monitoring strategies
   Formative and summative evaluation criteria
                11.253 of the Texas Education Code
             NCLB Goals and Targets

• Reminder
  – Districts that receive NCLB funds must
    adopt the NCLB goals and targets.
  – These should be reflected in the DIP
    and CIP.
  – …not necessarily verbatim, but based
    on intent. Some of these may already
    be included in your current goals
    and/or performance objectives.
Comments! – Questions?

				
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