Comprehensive Needs Assessment/ Campus Improvement Plans 1 Agenda - - PDF document

Comprehensive Needs Assessment/ Campus Improvement Plans

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Agenda

▪ Overview ▪ Comprehensive Needs Assessment ▪ Campus Improvement Plan ▪ Evaluation ▪ ESSA Application

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Overview

CNA/CIP

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Building the Plane While We Fly

▪ Awaiting USDE Non-Regulatory Guidance for Title I-A ▪ Awaiting Supplement, Not Supplant Non-Regulatory Guidance ▪ New administration → Many unknowns

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The Law

ESSA Sec. 1114 (b)(1)

An eligible school operating a schoolwide program shall develop a comprehensive plan ...

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The New Role for LEAs under ESSA

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ESSA: New Roles for State & LEAs

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Commissioner’s Priorities 1 2 3 4

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Areas to CNA Should Address...

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Who Is Involved? ▪ Parents ▪ Community/Business Members ▪ Teachers ▪ Principals ▪ Administrators (incl.

administrators of ESSA programs)

If appropriate, also include: pupil services personnel, technical assistance providers, school staff, and students if secondary campus.

DOCUMENT!

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SBDM Informational Brochure See our LiveBinder

www.esc15.net/nclblivebinder

Can use to

Tools Available

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Why Planning Matters

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CNA

Comprehensive Needs Assessment

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Comprehensive...

Comprehensive Needs Assessment (Improvement Process) is the Driving Force which impacts the development of ฀ District/campus improvement plans ฀ District/campus parental involvement policies ฀ School-parent compact

฀ Title IV ( ≥ $30,000 award) ฀ Equity Plan ฀ ESSA Application ฀ Migrant Program ฀ EL Program ฀ SCE Program ฀ Accountability Strategies

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CNA...

Elementary and Secondary Education Act of 1965 [As Amended Through P.L. 114–95 (ESSA), Enacted December 10, 2015]

• Sec. 1114, (b) (6)

”...takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or at-risk of failing, to meet challenging State academic standards and any other factors as determined by the LEA…”

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CNA...

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Federal (ESEA Waiver)

• Districts & Campuses
• Priority or Focus
• Annual Measureable Objectives

/ Graduation Rate State Accountability

• Districts & Campuses
• Improvement Required or Met

Standard

• 4 Indexes & System Safeguards
• CaSE Ratings

Performance-Based Monitoring (PBM)

• Districts
• Staging
• Performance-Based Monitoring

Analysis System 21

Starting point...

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Establishing a schoolwide planning team...

How will the team organize work? How will members establish effective working relationships with self/constituent groups? How will members communicate with groups they represent/community members who have a stake in success of program? How much autonomy does team have in decision making?

• Use of an existing group will avoid duplication of

effort and capitalize on the collective experience and expertise in the school as long as all the appropriate participants are represented

• Parents and business community members should

also be actively recruited

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Clarifying a vision for reform ...

Purpose is to understand that the vision serves to: Inspire, motivate, and engage all stakeholders Sets the context for systemic change

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The school profile... Designing Schoolwide Programs

Student Needs Curriculum and Instruction Professional Development Family/Community Involvement School Context/Organization

TAIS-CSFs

Academic Performance Use of Quality Data to Drive Instruction Leadership Effectiveness Increased Learning Time Family/Community Engagement School Climate Teacher Quality

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Identifying data sources...

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NCLB Livebinder - Comprehensive Needs Assessment Tool

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Commissioner’s Priorities 1 2 3 4

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Now that you have the necessary components to review...

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Analyzing data...

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NCLB Livebinder CNA - Guidance

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Analyze Data

Process 1. Review Vision/School Profile/Data Sources 2. Review Data a. Stakeholders grouped (no more than 8 in a group b. Data grouped to match number of Stakeholder groups (6 groups = 6 tables of data) c. Review Data and write down strengths/weaknesses supported by the data d. All Stakeholders rotate through all of the data tables 3. Gallery Walk

• a. Post each data point on a chart with a column for

strengths and weaknesses

• b. Stakeholders choose their top two strengths and

weaknesses for each data point

• c. Review and agree on the top three weaknesses

identified for each data point d. Gather more data, if needed, to support these identified weaknesses

• 4. As a group, review and agree on top weaknesses in each area

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Aim of CNA...

The ultimate aim of the Comprehensive Needs Assessment is to increase student performance.

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The comprehensive needs assessment is an on-going process of review, revision, improvement, and then clarifying the vision/mission of the Local Education Agency.

Annual Review

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Resources

NCLB Livebinder Comprehensive Needs Assessment Tool NCLB Livebinder CNA - Guidance TEA - General Information about Schoolwide Programs

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CIP

Campus Improvement Plan

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• ESSA does not

have a similar list of components which we are accustomed to using

• There are

requirements, but we are unsure how they are to be identified in CIPs.

• CIP Validations by

TEA??

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Title I Requirements

▪ Describe how school will use Title I-A resources to implement ESSA requirements ▪ Clearly incorporate all required “Strategies” ▪ Include a list of state & federal programs whose funds will be consolidated to implement the SW Program (if “Title I Only” consolidation, say so)

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List of State & Federal Resources

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State Comp Ed

▪ Briefly describe SCE program ▪ List state at-risk criteria, as well as any local criteria added by the district ▪ Include a description of entry/exit procedures ▪ State your total number of Full Time Equivalents (FTEs) funded through SCE ▪ SCE Program Evaluation - previous to present year data (assessment data; dropout numbers; budget summary)

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SCE - List of Indicators

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SCE - FTEs, Entry/Exit Procedures

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SCE - Evaluation & Program Description

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Goals NCLB ESSA

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LEA Plan Requirements LEA Plan Requirements

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LEA Plan Requirements

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Monitor student progress - include how LEA will monitor students’ progress by a. Developing and implementing a well-rounded program of instruction to meet the academic needs of all students b. Identifying students who may be at risk for academic failure c. Providing additional educational assistance to individual students that LEA/campus determines need help in meeting state standards d. Identifying and implementing instructional and other strategies intended to strengthen academic programs and improve school conditions for students learning

LEA Plan Requirements

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LEA Plan Requirements

2. Equity Plan - how will LEA identify and address any disparities that result in low-income students and minority students being taught at higher rates by ineffective, inexperienced, or out-of-field teachers

Required Equity Plan submission by November 1, 2017

*Consider attending Equity Plan Toolkit training March 30 - Session #029061 (TEA: morning) Session #028993 (Toolkit: afternoon)*

LEA Plan Requirements

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LEA Plan Requirements

3. School Support & Improvement - how LEA will carry

• ut responsibilities for comprehensive support and

improvement (formerly Priority campuses) and targeted support and improvement (formerly Focus campuses) activities. 4. Poverty Criteria - what poverty criteria will be used to select school attendance areas for ranking/serving Title I eligible schools

LEA Plan Requirements

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LEA Plan Requirements

5. Targeted and Schoolwide Programs - general nature

• f TA and SW programs conducted by LEA’s

schools and, where appropriate, what educational services will be provided to children living in local institutions for neglected/delinquent children 6. Homeless Students - what services will LEA provide to homeless children

LEA Plan Requirements

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LEA Plan Requirements

7. Parent & Family Engagement - what strategies will LEA use to implement effective parent/family engagement 8. Early Childhood Education - how will LEA support, coordinate, and integrate Title I services with early childhood education programs, including transition

• f participants into elementary school

LEA Plan Requirements

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LEA Plan Requirements

9. Identifying Targeted Participants - (LEAs with Targeted campuses) how teachers and school leaders, in consultation with parents and other staff, will identify the eligible children most in need of Title I services

LEA Plan Requirements

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LEA Plan Requirements

10. Transitions to High School and Postsecondary Education

• how the LEA will implement strategies to facilitate

effective transitions for students from middle grades to high school, and from high school to postsecondary education including: a. Through coordination with institutions of higher education, employers, and other local partners, and b. Through increased student access to early college high school or dual or concurrent enrollment opportunities

• r career counseling to identify student interests and

skills

LEA Plan Requirements

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LEA Plan Requirements

11. Discipline - how LEA will support efforts to reduce the overuse of discipline practices that remove students from the classroom, which may include identifying and supporting schools with high rates of discipline, disaggregated by the four accountability subgroups (1. Eco. Disadv., 2. minority subgroups, 3. Students with disabilities, 4. English learners)

LEA Plan Requirements

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LEA Plan Requirements

12. Coordination with Career/Technical Education - how the LEA will support programs that coordinate and integrate academic and career and technical education content through coordinated instructional

• strategies. LEA may also address how LEA will

support programs that coordinate/integrate work-based learning opportunities. 13. Other - any other information on how LEA proposes to use funds to meet Title I purposes.

LEA Plan Requirements

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Schoolwide Program

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Schoolwide Campus Plans

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1. Collaboration: Develop with the involvement of parents, community and school personnel 2. Monitoring and Revising: SW plan will remain in effect for duration of school’s Title I participation 3. Accessibility: Make SW Plan available to LEA, parents and public in an understandable format and (as practicable) in a language parents understand

Steps to Developing SW Plan

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4. Coordination: Develop in coordination and integration with

• ther Federal, State, and local services including ESSA

programs, violence prevention programs, nutrition programs, housing programs, Head Start, adult education programs, career and technical education programs. The plan must also incorporate any Comprehensive or Targeted Support & Improvement activities required. 5. Comprehensive Needs Assessment: CNA must be based on academic achievement information about all students in the school, particularly the needs of those children failing/at-risk

• f failing to meet challenging state academic standards. The

intent of this assessment is to help the school understand the subjects and skills for which teaching and learning need to be improved.

Steps to Developing SW Plan

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Schoolwide Program “Strategies”

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• 1. Opportunities for ALL children including

strategies campus will implement to meet school needs (see allowable activities)

• 2. Consolidation of Funds - specify the

Federal, State, and Local funds that are consolidated for the SW Plan

Schoolwide Program “Strategies”

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• 3. Preschool Programs (optional) - SW

program MAY use funds to establish or enhance preschool program

• 4. Delivery of Service (optional) - SW

services MAY be delivered by non-profit or for-profit providers

Schoolwide Program “Strategies”

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• 5. Use of Funds for Dual or Concurrent

Enrollment (optional) - Funds MAY be used to operate dual or concurrent programs to address needs of low-achieving students or students at-risk of not meeting State academic standards

Schoolwide Program “Strategies”

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Developing Goals

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TEA Expectation (for ESSA Application) Performance Measures (could be same as your Objectives) are to be written in this format:

• The percentage of

what students know or can do will increase from X% to Y% by Z (date).

• The number of what

students can know or do will increase from X (#) to Y (#) by Z (date).

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See excerpt from TEA’s Lone Star Governance Training Manual

(pgs. 27-30). You may access the full manual and other ESSA resources in our LiveBinder:

www.esc15.net/nclblivebinder (will soon change to www.esc15.net/essalivebinder )

Look for the ESSA Application Resources Tab 68

Goal: Improve physical and mental health Objective 1: Reduce weight (or BMI) from _____ to ______. By December 2017. Summative Evaluation: Medical records will indicate that weight has been reduced by _______ lbs. upon anual physical exam.

Activity/Strategy Person(s) Responsible Timeline Resources

(Local funds, State, SCE, Title)

Evidence of Implementation Evidence of Impact Reduce calories consumed by adhering to Weight Watchers recommended daily “points” intake. Tami Daily Weight Watchers Membership pd through Tami’s personal discretionary budget; WW App; Daily food logs will track “points” consumed Compare food logs weekly Exercise 30 min/day, at least 3 times per week. Tami 3x/week minimum Elliptical, walking shoes Exercise log Review exercise log weekly Provide incentives such as pedicure, manicure, massage for reaching benchmark goals (either upon reaching 10% of goal, or by reaching weight goal by certain date) Tami Benchmar k period Funds from Tami’s personal discretionary budget Bank records Personal reflection to determine effectiveness of incentive

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Goal: Improve physical and mental health Objective 2: Average blood pressure will move from ______ to _______ by December 2017. Summative Evaluation: Medical records will indicate that “normal” blood pressure has been reached and maintained upon annual exam.

Activity/Strategy Person(s) Responsible Timeline Resources

(Local funds, State, SCE, Title)

Evidence of Implementation Evidence of Impact

Take daily blood pressure medication as prescribed by doctor Tami Daily Tami’s medical budget Prescription refilled regularly Blood pressure logs Engage in daily relaxation exercises to reduce stress levels Tami Daily Relaxation exercise guide book Tami’s daily schedule Personal reflection to evaluate average level of stress

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Elizabeth Rangel

Migrant Requirements

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Evaluation

Annual Review

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Program evaluation and annual review...

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Evaluation/Review Process...

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Identifying questions to ask...

Two types of Questions to Consider 1. Is the program being implemented as the planning group intended? 2. Did the achievement of students in meeting the State’s academic standards increase to the desired level, particularly for those students who had been furthest from achieving the standards?

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Consider...

Collaboration between schools and the district Availability of resources and staff Outcomes of prior reviews Experience of the school with implementing schoolwide programs

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Accountability for results/continuous improvement...

Present results to staff in the school, parents and other community members Results are not a sign the school should start over again with a new plan School should revise existing plan incorporating revisions and reflect a revitalization of the school’s commitment to implementing a schoolwide program which helps all students achieve at high levels

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ESSA Application

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LEA Plan

An LEA may receive a subgrant under this part for any fiscal year only if such agency has on file with the state educational agency a plan, approved by the state educational agency. NOT new: Consolidated Application is the LEA plan that State has on file.

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Commissioner’s Priorities

1 2 3 4

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▪ Choose 3-5 DISTRICT needs ▫ Consider what your district’s main focus is for federal dollars ▫ Be sure to include all programs - even those for which you join SSAs.

PS3001 - Needs, Priorities & Outcomes

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▪ Priorities: Align each need with one of Commissioner’s Priorities or establish a local priority. (may address one or all) ▪ Goals: Develop both a short term and long term goal for each Priority selected. ▪ Data: Provide data to support your short term goal (Performance Measure)

PS3001 - Needs, Priorities & Outcomes

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Tami Knight

tami.knight@esc15.net 325-481-4067

We can help!

Carol Stevens

carol.stevens@esc15.net 325-481-4047

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