Dr. Gene Sheets, PSP

Jennifer De Leon, ESC 17

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

*IP vs. CAP

*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 vs. CAP

*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

*IP vs. CAP

*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.

*IP vs. CAP

*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

*IP vs. CAP

*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.

*IP vs. CAP

*ISSUES: District vs. Campus

*No overlap

*No teamwork

*No alignment

*No collaboration

* Process of Planning and Pulling the IP AND

the CAP Together

MULESHOE ISD

DISTRICT-WIDE

GOAL-SETTING WORKSHOP

 

JUNE 15, 2010

PARTICIPANTS

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 – Breakfast  8:15-8:30 – Welcome, Objectives, Expectations,

Logistics8:30-9:15 – Introductions of Participants

  9:15-10:45 – Celebration of Accomplishments   10:45-11:00 – (Break)  11:00-12:00 – Data Analysis  12:00-12:45 – Lunch  12:45-1:45 – Identification of Critical Issues  1:45-2:00 – (Break)  2:00-3:30 – Explanation of Critical Issues  3:30-3:45 – Prioritization of the District Critical Issues  3:45-4:00 – (Break)  4:00-4:45 – Development of “Draft” Goal Statements   4:45-5:00 – 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 RESULTSDESHAZO 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% 98.28% 91.89%

ALL HISPANIC 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% 96.49% 92.69%

ALL HISPANIC 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 MHSQuestion No Yes ? 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% 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% 6% 85% 9%

25 My work schedule makes it hard for me to attend school and classroom activities. 53% 39% 8% 47% 42% 11% 46% 42% 12% 45% 50% 5%

26 Overall, I am satisfied with my child’s school. 3% 96% 1% 3% 94% 3% 2% 93% 5% 6% 89% 5%

27 The school’s programs meet the special needs of children (for example: learning disabled, gifted and talented, limited English).

2% 91% 7% 3% 86% 11% 0% 89% 11% 2% 87% 12%28 The school seeks ways to improve its programs and activities to promote student success. 3% 93% 4% 4% 92% 4% 2% 93% 5% 2% 92% 6%

29 My racial and ethnic heritage is respected at this school. 5% 94% 1% 4% 93% 3% 8% 82% 10% 7% 81% 12%

30 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% 96% 2%

CNA SummaryArea Reviewed Summary of Strengths Summary of Needs PrioritiesDemographicsStudentAchievementSchool Culture& ClimateStaff Quality/Professional DevelopmentCurriculum,Instruction AssessmentFamily & CommunityInvolvementSchool Context& OrganizationTechnology

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 ISSUESUsing 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. budget--staffing patterns

p. AYP

q. vocational training

r. improvement vs. passing--TAKS

s. EOC/technology

t. DAEP

u. end of stimulus money

v. campus security

w. technology in the classroom

x. curriculum not aligned

y. LEP students and scores

z. HS counselor

aa. district counselor--LPC

cc. bullying/discipline

COMBINED CRITICAL ISSUES 

g. 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

b. 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.

* Process of Planning and Pulling the IP AND the CAP Together

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.

*Outcomes

*District Goals

*PSP roles in planning

*Improvement Plan Strategies vs. Corrective Action Plans