Improvement Plan Training

1. This training is provided for all districts and charter schools through a joint effort with the Texas Education Agency and was developed as a topic based on information gathered from TEA, USDE, and feedback from district and charter school personnel. The tool provides you with an overview booklet and a CD-ROM which contain all the information needed to conduct the process. The CD will be discussed later. This training is provided for all districts and charter schools through a joint effort with the Texas Education Agency and was developed as a topic based on information gathered from TEA, USDE, and feedback from district and charter school personnel. The tool provides you with an overview booklet and a CD-ROM which contain all the information needed to conduct the process. The CD will be discussed later.

2. Improvement Plans set the ‘Vision’ for the organization. They are designed as a process and documented tool to help us reach the ideal! Improvement Plans set the ‘Vision’ for the organization. They are designed as a process and documented tool to help us reach the ideal!

3. Campus improvement plans are required through both State and Federal statue as part of the documented planning and decision making process. The plans formalize the decisions planning committees make to focus improvement efforts. It is an ongoing process that is linked to and begins with the comprehensive needs assessment each year. The process is required for each of the programs included in the NCLB Consolidated Application , along with the comprehensive needs assessment to target funding decisions. As noted on this slide, the first objective for this tool is to provide consistency across the State regarding a process for linking the Comprehensive Needs Assessment to district and campus improvement plans. While both district and campus planning are referenced in this document, a strong emphasis is on campuses that are funded as Title I, Part A programs, including schoolwide and target assistance programs. The second objective indicates that this tool is also intended to provide practical, easy processes for understanding what is required in improvement plans and to review improvement plans to ensure that required planning components are included for both state and NCLB. While this is a NCLB document, the planning requirements are sometimes very similar in nature. We will talk about this later, knowing that one comprehensive, integrated state and federal plan is used. Campus improvement plans are required through both State and Federal statue as part of the documented planning and decision making process. The plans formalize the decisions planning committees make to focus improvement efforts. It is an ongoing process that is linked to and begins with the comprehensive needs assessment each year. The process is required for each of the programs included in the NCLB Consolidated Application , along with the comprehensive needs assessment to target funding decisions. As noted on this slide, the first objective for this tool is to provide consistency across the State regarding a process for linking the Comprehensive Needs Assessment to district and campus improvement plans. While both district and campus planning are referenced in this document, a strong emphasis is on campuses that are funded as Title I, Part A programs, including schoolwide and target assistance programs. The second objective indicates that this tool is also intended to provide practical, easy processes for understanding what is required in improvement plans and to review improvement plans to ensure that required planning components are included for both state and NCLB. While this is a NCLB document, the planning requirements are sometimes very similar in nature. We will talk about this later, knowing that one comprehensive, integrated state and federal plan is used.

4. Let’s begin by looking at a list of acronyms generally used when reviewing data and developing plans. Remind participants that the ‘SMART’ acronym is discussed later. Let’s begin by looking at a list of acronyms generally used when reviewing data and developing plans. Remind participants that the ‘SMART’ acronym is discussed later.

5. In order to set the stage, please take about three minutes to discuss this question at your tables: What do you believe is the purpose of improvement plans? Show next slide as an example. In order to set the stage, please take about three minutes to discuss this question at your tables: What do you believe is the purpose of improvement plans? Show next slide as an example.

6. Provide about 15 minutes for tables to generate their acrostic. Share each table’s product. Debrief with participants, and listen for an emphasis on ‘”improving student performance, overall campus performance, closing achievement gaps, documenting the district or school’s actions, etc.” Provide about 15 minutes for tables to generate their acrostic. Share each table’s product. Debrief with participants, and listen for an emphasis on ‘”improving student performance, overall campus performance, closing achievement gaps, documenting the district or school’s actions, etc.”

7. Share slide and read quote. This is a visual reminder that the purpose of the comprehensive needs assessment and campus improvement plans is to focus efforts on the identified needs and priorities in order to really target school improvement efforts. It is really about moving from random acts to focused acts and closing achievement gaps. Share slide and read quote. This is a visual reminder that the purpose of the comprehensive needs assessment and campus improvement plans is to focus efforts on the identified needs and priorities in order to really target school improvement efforts. It is really about moving from random acts to focused acts and closing achievement gaps.

8. This is what is expected…. The district, campuses, staff, initiatives, strategies, resources, etc. all focused in the same direction…. Driving towards excellence and focused with clear purpose. This is what is expected…. The district, campuses, staff, initiatives, strategies, resources, etc. all focused in the same direction…. Driving towards excellence and focused with clear purpose.

9. After participants have finished reading. Have them turn to an elbow partner to confirm what they read. Optional: Share key points with the large group. After participants have finished reading. Have them turn to an elbow partner to confirm what they read. Optional: Share key points with the large group.

10. Why Planning? A focused, well-developed plan Provides clear direction, Defines programming, Creates accountability for growth and improvement, and Serves as a program and financial audit document Planning is an intense, well-thought process. Those we work with might be asking, though, ‘Why is planning important?’ It provides clear direction for the organization so that all stakeholders are informed and communicating about the focus for improvement. It defines programming, specifically those key strategies and initiatives which are imperative to the improvement process. It create accountability for growth and improvement. This includes organizational growth, along with staff, student, and even parent/family growth as we identify ways to build capacity with parents. The main purpose is to set direction for the organization via goals, objectives, strategies and actions which close achievement gaps and increase performance for all students and student groups. The plan also serves as a program and financial audit document, outlining those things the organization is doing to support programs and documenting how fiscal effort supports improvement. Planning is an intense, well-thought process. Those we work with might be asking, though, ‘Why is planning important?’ It provides clear direction for the organization so that all stakeholders are informed and communicating about the focus for improvement. It defines programming, specifically those key strategies and initiatives which are imperative to the improvement process. It create accountability for growth and improvement. This includes organizational growth, along with staff, student, and even parent/family growth as we identify ways to build capacity with parents. The main purpose is to set direction for the organization via goals, objectives, strategies and actions which close achievement gaps and increase performance for all students and student groups. The plan also serves as a program and financial audit document, outlining those things the organization is doing to support programs and documenting how fiscal effort supports improvement.

11. When we look at this graphic, we clearly see that ‘Planning’ is a process. It begins and ends, in each cycle, with the comprehensive needs assessment, yet because the needs assessment process continues all year long, the needs drive the planning as it begins, the periodic review of plans throughout the year, and the evaluation of the plan at the end of the year to determine needs and begin the cycle again. We will examine this graphic in more detail later. When we look at this graphic, we clearly see that ‘Planning’ is a process. It begins and ends, in each cycle, with the comprehensive needs assessment, yet because the needs assessment process continues all year long, the needs drive the planning as it begins, the periodic review of plans throughout the year, and the evaluation of the plan at the end of the year to determine needs and begin the cycle again. We will examine this graphic in more detail later.

12. State planning is mandated through Texas Education Code, Section 11.252 which charges the principal and site-based decision making team with an annual improvement process, including the development, review and revision of the improvement plan focused on increasing academic achievement. Statute emphasizes the need to address all students, all student groups, and special programs. Section 11.251(f) requires LEAs to ensure that all federal planning requirements are addressed. Federal planning requirements are embedded in each of the programs as outlined in No Child Left Behind and hold us accountable for each program’s intended beneficiaries to make sure that these student groups are successful. State planning is mandated through Texas Education Code, Section 11.252 which charges the principal and site-based decision making team with an annual improvement process, including the development, review and revision of the improvement plan focused on increasing academic achievement. Statute emphasizes the need to address all students, all student groups, and special programs. Section 11.251(f) requires LEAs to ensure that all federal planning requirements are addressed. Federal planning requirements are embedded in each of the programs as outlined in No Child Left Behind and hold us accountable for each program’s intended beneficiaries to make sure that these student groups are successful.

13. Page 3 in your book depicts for us the State and Federal planning processes, both in terms of how the process is organized and how the plan is developed. Whether we are looking at State or Federal planning requirements, the process for both is aligned. It begins with #1 forming the planning team, #2 conducting the CNA, #3 developing/revising the improvement plan, #4 linking the plan to funding sources, #5 implementing the plan, and #6 using formative and summative measure to evaluate the plan as part of the needs assessment. Page 3 in your book depicts for us the State and Federal planning processes, both in terms of how the process is organized and how the plan is developed. Whether we are looking at State or Federal planning requirements, the process for both is aligned. It begins with #1 forming the planning team, #2 conducting the CNA, #3 developing/revising the improvement plan, #4 linking the plan to funding sources, #5 implementing the plan, and #6 using formative and summative measure to evaluate the plan as part of the needs assessment.

14. State: Improvement Plan Requirements Read pages 2 and the top of page 3.

15. Quiz Me… Q. Who’s responsible for the CIP? Campus Principal and SBDM Q. Each campus is required to have a policy and administrative procedures? No, each district must do so. Q. Who must serve on the committee? Professional staff, parents, community members, business/industry representatives. Q. How many public meetings must be held per year? A. At least one State: Improvement Plan Requirements Use this slide to debrief with a Q and A format. Use this slide to debrief with a Q and A format.

16. Planning Team State and federal requirements each identify specific people and roles which should be included as part of the planning process. Let’s look at this slide to determine how they compare. State and federal requirements each identify specific people and roles which should be included as part of the planning process. Let’s look at this slide to determine how they compare.

17. Federal: Improvement Plan Requirements What are the general requirements by program? When we look specifically at NCLB programs and references to the planning requirements by program, there are similar requirements, yet some distinct expectations focus on the intent of individual programs. Let’s look at the next slide to determine what these include…When we look specifically at NCLB programs and references to the planning requirements by program, there are similar requirements, yet some distinct expectations focus on the intent of individual programs. Let’s look at the next slide to determine what these include…

18. NCLB:Campus Improvement Plans Debrief and discuss each of the planning requirements by program. Debrief and discuss each of the planning requirements by program.

19. NCLB:Campus Improvement Plans Debrief and discuss each of the planning requirements by program. Debrief and discuss each of the planning requirements by program.

20. Title I, Part A Schoolwide and Target Assistance campuses are required to annually develop or amend an annual plan that incorporates the SW or TA planning requirements. Page 4, Paragraph 1 Adopt NCLB Goals and Objectives – Page 4 Federal: Improvement Plan Requirements When we look deeper at what is required in Title I, Part A programs for schoolwide and targeted, page 4 helps us understand these requirements. Read and process slide. When we look deeper at what is required in Title I, Part A programs for schoolwide and targeted, page 4 helps us understand these requirements. Read and process slide.

21. And… TIPA funds on a schoolwide campus may be use only to support activities identified in the CNA and described in the CIP! Schoolwide programs must develop a comprehensive plan for reforming the total instructional program in the school… Read and process slide. Read and process slide.

22. Page 5 Read silently and discuss as a table group. Read and process slide. Read and process slide.

23. Let’s Talk SW… Pair-Square! Find a partner who is not at your table and pair-up! Then, pair-up with another partner pair so that you are a group of 4. Read and process slide. Read and process slide.

24. Let’s Talk SW… Task: SW Components Read through pages 6 through 9 in the book using the following coding: Read and process slide. Read and process slide.

25. Auto Synectics Partner pairs now pair-up with a new partner pair. Come to consensus about your favorite type of car. Complete the phrase: Return to original table groups when debriefing is complete. Return to original table groups when debriefing is complete.

26. Let’s Talk TA… Table Task Read through the 8 TI, PA Targeted Assistance Components. What are the similarities and differences between these and the SW components? Read and process slide. Read and process slide.

27. SCE Planning Read the 3rd Paragraph on Page 11. Who is the target group for SCE? What is required for SCE planning? Read and process slide. Read and process slide.

28. Tables need a chart paper and marker. We talked earlier about the CNA in this cycle. We will start by looking at each of the nine part of the planning cycle in broad terms. Please turn to page 13 in your book. Remember that the context for this page is ‘developing an improvement plan.’ We’re going to begin by ‘A-pointing’ someone at your table to be the first spokesperson. Ready…fingers in the air…. On the count of three you will ‘a-point’! 1,2,3. This person will read from page 13, #1 CNA and the bullets. Anyone at the table may ask for clarification from the table team. If clarity is still needed, write it on the chart. We will clarify all chart notes at the end. You will have 15 minutes to process the page. When table are finished, clarify chart notes. Have other tables provide clarification, before doing so as the trainer. Tables need a chart paper and marker. We talked earlier about the CNA in this cycle. We will start by looking at each of the nine part of the planning cycle in broad terms. Please turn to page 13 in your book. Remember that the context for this page is ‘developing an improvement plan.’ We’re going to begin by ‘A-pointing’ someone at your table to be the first spokesperson. Ready…fingers in the air…. On the count of three you will ‘a-point’! 1,2,3. This person will read from page 13, #1 CNA and the bullets. Anyone at the table may ask for clarification from the table team. If clarity is still needed, write it on the chart. We will clarify all chart notes at the end. You will have 15 minutes to process the page. When table are finished, clarify chart notes. Have other tables provide clarification, before doing so as the trainer.

29. Divide the participants into 5 groups. Assign each group a section. See next slide. Divide the participants into 5 groups. Assign each group a section. See next slide.

30. Each group needs a chart and marker. Have each group answer the three questions on the chart for their assigned page(s). Each group needs a chart and marker. Have each group answer the three questions on the chart for their assigned page(s).

31. See the rubric located toward the end of the book. See the rubric located toward the end of the book.

32. Share and process the checklist. Share and process the checklist.

33. Wrap-up debrief question. Process these questions with the group. Chart their responses or have them create mini-action plans. Wrap-up debrief question. Process these questions with the group. Chart their responses or have them create mini-action plans.

35. We have provided each district and charter school with a tool. If you would like to purchase additional tools, simply send an email to the following address. Request the Comprehensive Needs Assessment tool. The tool may be purchased for $12, which is simply a cost-recovery fee. We have provided each district and charter school with a tool. If you would like to purchase additional tools, simply send an email to the following address. Request the Comprehensive Needs Assessment tool. The tool may be purchased for $12, which is simply a cost-recovery fee.