Campus Improvement Plans

1. Campus Improvement Plans Designing and Refining Exemplary Plans to Support Student Achievement

2. 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?

3. 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.

4. Campus Improvement Plan vs. Continuous Improvement Plan

5. 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.

6. 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;

7. 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.

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

9. 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.

10. 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.

11. 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)].

12. 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.

13. 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.

14. 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.

15. The Planning Process • 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. • 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 • Conduct a comprehensive needs assessment, beginning with current student performance for all student populations tested. • Assess the needs of special populations - Needs assessment information should be available for all student populations served by federal funds and State Compensatory Education • Identify needs of other stakeholders and areas

16. Students Administration Staff Comprehensive Needs Assessment Parents Curriculum Community Facilities Materials/Resources

17. 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.

18. 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.

19. Strategies • NCLB requires that strategies be Scientifically Research-Based …Proven to work!! • What evidence exists to ensure that strategies meet this requirement?

20. 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….

21. Planning Format / Templates • The format and template is a local decision • Required components must be reflected

22. 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. • 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.

23. The Planning Process • 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.

24. 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

25. 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.

26. Comments! – Questions?