IP vs CAP: What*s the Difference? School Improvement Planning

Report
*
Dr. Gene Sheets, PSP
Jennifer De Leon, ESC 17
* Objectives:
* To distinguish between a corrective action and
an improvement strategy
* To develop concise corrective actions and
improvement strategies.
* To develop a planning process that works for
your district and campus
*
* IP – improvement plan
* Addresses the results and findings from all
required interventions
* Provides the LEA with a working document to
implement activities designed to improve student
academic performance
*
* Sample of IP statement
* Create a district-wide committee to analyze the
progress of the development and implementation
of the curriculum focusing on Common Core
Assessments, and classroom assessments. This
team will also be utilized to analyze the
walkthrough tools to include sheltered
instruction, ELPS, and differentiated instruction.
Administration will use this template for training
and learning walks to consistently apply the walk
through template.
*
* CAP – Corrective Action Plan
* Addresses and corrects noncompliance issues
identified during any intervention activities
* Results in elevated interventions and/or
sanctions if not corrected as soon as possible
*
* Sample of CAP
* Review the district's operating guidelines for Special
Education Placements to ensure that placement decisions
are based on the child's IEP. Communicate to
administrators that student services do not change unless
an ARD meeting is held determining a need for the
change. The policy and procedure will be communicated
with campus administrators and teachers to ensure
understanding and compliance. (2) Campus Diagnostician
will review class schedules and IEPs of Life Skills students
to determine which students did not receive inclusion
services during the 2011-2012 school year and will
convene ARDs to decide if FAPE has been denied due to
IEPs not being followed as written; compensatory services
will be considered, if appropriate.
*
* ISSUES:
District vs. Campus
* No overlap
* No teamwork
* No alignment
* No collaboration
*
*
MULESHOE
ISD
DISTRICT-WIDE
GOAL-SETTING WORKSHOP
JUNE 15, 2010
Board President
Board Vice President
Board Secretary
Board Member
Board Member
Board Member
Board Member
Superintendent
Assistant Superintendent
Business Manager
High School Principal
Watson Jr. High Principal
DeShazo Principal
Dillman Principal
Special Education
Director
Facilities Director
Technology Director
Athletic Director
Federal Programs
Director
AGENDA
8:00-8:15
8:15-8:30
8:30-9:15
9:15-10:45
10:45-11:00
11:00-12:00
12:00-12:45
12:45-1:45
1:45-2:00
2:00-3:30
3:30-3:45
3:45-4:00
4:00-4:45
4:45-5:00
– Breakfast
– Welcome, Objectives, Expectations, Logistics
– Introductions of Participants
– Celebration of Accomplishments
– (Break)
– Data Analysis
– Lunch
– Identification of Critical Issues
– (Break)
– Explanation of Critical Issues
– Prioritization of the District Critical Issues
– (Break)
– Development of “Draft” Goal Statements
– Closing
District-wide ACCOMPLISHMENTS
Given your knowledge of the district function areas, list below your
choice of the district’s three greatest accomplishments in the last
twelve months.
Top two to three accomplishments:
1.
2.
3.
ACCOMPLISHMENTS
Federal Programs - Rosetta Stone– Parent language acquisition
Athletics - Girls offseason workouts
Maintenance - Instruction during construction
Dillman Elementary - TEAM room
Special Education - Autism child reading improvement
Watson Junior High School - Inclusion on campus
Muleshoe High School – Math & Science TAKS scores
BUSINESS
OFFICE
- Balanced budget
Assistant Superintendent - Credit recovery program
Superintendent - C Scope process/implementation
TAKS RESULTS
DESHAZO ELEMENTARY
ALL
HISPANIC
WHITE
SES
READING
YES
NO
YES
NO
YES
NO
YES
NO
GRADE 3
110
7
89
7
21
0
89
7
GRADE 4
85
14
68
13
17
1
74
13
GRADE 5
93
1
74
1
19
0
75
1
TOTAL
288
22
231
21
57
1
238
21
TOTAL %
92.90%
91.67%
ALL
98.28%
HISPANIC
91.89%
WHITE
SES
MATH
YES
NO
YES
NO
YES
NO
YES
NO
GRADE 3
115
2
94
2
21
0
95
1
GRADE 4
83
15
68
13
15
2
75
12
GRADE 5
89
5
70
5
19
0
71
6
TOTAL
287
22
232
20
55
2
241
19
TOTAL %
92.88%
92.06%
ALL
96.49%
HISPANIC
92.69%
WHITE
SES
WRITING
YES
NO
YES
NO
YES
NO
YES
NO
GRADE 4
100
0
81
0
18
0
87
0
TOTAL
100
0
81
0
18
0
87
0
TOTAL %
100.00%
100.00%
100.00%
100.00%
Comprehensive Needs Assessment Focus Areas
•Demographics
•Student Achievement
•School Culture and Climate
•Staff Quality, Recruitment and Retention
•Curriculum, Instruction, and Assessment
•Family and Community Involvement
•School Organization
•Technology
Who?
•Parents and Other Members of the Community
•Teachers
•Principals
•Administrators
•Pupil Services Personnel
•Professional Service Providers
•Secondary Students, if appropriate
Family & Community Involvement
•What types of community partnerships exist to
support families and students?
•How are families and community members
involved in school decisions?
•What types of services are available to support
students in special programs?
•Does the school communicate effectively in
languages other than English?
Parent CNA Survey Summary 2009-2010
Dillman
DeShazo
JH
MHS
Question No
Yes
?
No
Yes
?
No
Yes
?
23 The school responds to my concerns or suggestions in a timely manner.
5%
94%
1%
5%
93%
2%
5%
90%
5%
24 I feel welcomed and encouraged to be involved in many ways at my child’s school
5%
94%
1%
5%
89%
6%
8%
76%
16%
25 My work schedule makes it hard for me to attend school and classroom activities.
53%
39%
8%
47%
42%
11%
46%
42%
12%
26 Overall, I am satisfied with my child’s school.
3%
96%
1%
3%
94%
3%
2%
93%
5%
27 The school’s programs meet the special needs of children (for example:
No
Yes
?
5%
90%
5%
6%
85%
9%
45%
50%
5%
6%
89%
5%
2%
87%
12%
learning disabled, gifted and talented, limited English).
2%
28
3%
86%
11%
0%
89%
11%
93%
4%
4%
92%
4%
2%
93%
5%
2%
92%
6%
8%
82%
10%
7%
81%
12%
96%
2%
My racial and ethnic heritage is respected at this school.
5%
30
7%
The school seeks ways to improve its programs and activities to promote student success.
3%
29
91%
94%
1%
4%
93%
3%
The school makes an effort to praise and reward those students who do well academically.
5%
92%
3%
3%
96%
1%
5%
92%
3%
2%
CNA Summary
Area Reviewed Summary of Strengths Summary of Needs Priorities
Demographics
Student
Achievement
School Culture
& Climate
Staff Quality/
Professional
Development
Curriculum,
Instruction
Assessment
Family &
Community
Involvement
School Context
& Organization
Technology
ESC, Region 20, 2010-2011
CNA Summary Priorities
•Given the scope of the CNA review, what are the
organization’s critical needs?
•How do we convey these as ‘Summary Priorities’?
•How are the ‘Summary Priorities’ reflected in the
improvement plan?
•How are expenditures linked to the CNA ‘Summary
Priorities’ and improvement plans?
District-wide CRITICAL ISSUES
Using your knowledge of the various district function areas and the
environments outside the district, list your choice of the district’s three top
critical issues Be prepared to give your reasons for selecting each of the
critical issues.
A critical issue is a situation, trend or condition that, if not addressed, will
block the district’s ability to accomplish its vision and mission in the next one
to three years.
Critical Issues are NOT solutions. They may have a positive or negative
impact.
Top Three Critical Issues that must be addressed in the next 1 to 3 years:
1.
2.
3.
CRITICAL ISSUES
o.
p.
q.
r.
s.
t.
u.
v.
w.
x.
y.
z.
aa.
cc.
budget--staffing patterns
AYP
vocational training
improvement vs. passing--TAKS
EOC/technology
DAEP
end of stimulus money
campus security
technology in the classroom
curriculum not aligned
LEP students and scores
HS counselor
district counselor--LPC
bullying/discipline
COMBINED CRITICAL ISSUES
g.
b.
TAKS/STAAR/EOC tests
p.
AYP
k.
science scores
y.
LEP students and scores
d.
commended performance
r.
improvement vs. passing--TAKS
x.
curriculum not aligned
s.
EOC/technology
Parental Involvement
a.
understanding parents
f.
communicating with public
TOP PRIORITY CRITICAL ISSUES
I. TAKS/STAAR/EOC (G) – 47 POINTS
AYP (P)
Science Scores (K)
LEP students and scores (Y)
Commended Performance (D)
Improvement vs. passing –TAKS (R)
Curriculum not Aligned (X)
EOC/Technology (S)
II. Parental Involvement – 39 POINTS
Understanding Parents (A)
Communicating with Public (F)
Muleshoe Independent School District
2009-2010 Goals
Goal #1: Muleshoe ISD will provide a comprehensive
instructional environment to ensure that all
students meet graduation requirements.
Goal #2: Muleshoe ISD will incorporate proactive and
consistent strategies to promote parental
involvement.
Administrators and Committee develop objectives
and strategies to create the District Improvement
Plan.
Each Campus SBDM Committee develops Goals,
Objectives, and Strategies (beginning with District
Goals) for each campus.
Any corrective actions identified by the district are
also incorporated into the District/Campus
Improvement Plans and monitored throughout the
year with reports to the Board of Trustees on
progress.
*
* District Goals
* PSP roles in planning
* Improvement Plan Strategies vs. Corrective
Action Plans
*

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