Presented by Campus Administrative Services. CIP Process. Evaluate

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1 Evaluate Process CAMPUS IMPROVEMENT PLANNING Learning Community Training August 2010 Presented by Campus Administrative Services

2 Agenda Evaluate Process Process Cycle Timeline What s New Tools Training Core Practice Audit Survey Results 2

3 Process Evaluate Process 3

4 Cycle Evaluate Process 4

5 Timeline Evaluate Process Date Activity Responsible Person August 23 September 17, 2010 Conduct sessions and update Online Principal, CILT, Committee September 17, 2010 Complete Online Principal, CILT, (Learning Community Executive Committee Directors may set an earlier submission date.) September 20 Review and provide feedback to Learning Community October 8, 2010 principal Executive Director October 15, 2010 Deadline to complete Online Principal revisions October 29, 2010 Approve Final Online s Learning Community Executive Director November 1 19, 2010 Generate Online Snapshots - FALL Specialist April 4 22, 2011 Generate Online Snapshots - FINAL Specialist 5

6 What s New Evaluate Process Tble Table of Contents Title Page Checklists and Tools Committee Comprehensive Needs Assessment Targets Goals and Action Plans Districtwide Initiatives Compliance Requirements 6

7 Table of Contents Click on any of the underlined links to see the contents of the section or to program contacts. 7

8 Title Page Evaluate Process Update Learning Community Executive Director Learning Community Current School Year 8

9 Checklists and Tools Evaluate Process Federal, State, and Local Compliance Requirements Checklist Quicksteps JFTK Core Practice Framework JFTK Core Practice Framework Quick List NCLB Districtwide Initiatives Checklist Action Plan Template 9

10 Committee Evaluate Process 10

11 Comprehensive Needs Assessment Evaluate Process Summary of CNA Reassess needs Update using current achievement data Use Character Counter (4000 character limit) and Spell Checker Meetings Document comprehensive needs assessment (CNA) process Agenda Sign In Sheet (include a parent) Minutes 11

12 Comprehensive Needs Assessment Character Count and Spell Checker Evaluate Process 12

13 Targets Evaluate Process Student Achievement has been split from Professional Development. Move related Strategies and Actions to the new Professional Development section. Numbering should begin with 9.1.0, 9.2.0, etc. 13

14 Goals and Strategies Evaluate Process Note: Select Other and enter research based strategies when JFTK strategies do not apply (e.g. Parent Involvement Target) 14

15 Action Plans Evaluate Process Reference Districtwide Initiatives and Title I related activities in the Resources field Select one of the Ten Title I Components. Each only needs to be referenced once. 15

16 NCLB Districtwide Initiatives NEW Updates Evaluate Process Safe and Drug Free Schools funding source has changed from Title IV to Title II, A Student Support Team (SST) has been added and should be documented d as funded d by Title I Overage High School has been added and should be documented as funded by Title I / ARRA Superintendent s Learning Community references should be removed from the Summary of CNA and Action Plans Non-Title I schools do not need to reference the funding source in the Resource column for Title I initiatives--exception: Homeless Program 16

17 Compliance Requirements-Budget (SCE, Title I Part A, and Title I ARRA) Evaluate Process Budget information (as of July 2010) has been uploaded Complete Description and Timeline columns for rows containing dollar amounts If a budget transfer occurs, complete allocations of new budget in the Actual column 17

18 Compliance Requirements-FTEs (SCE, Title I Part A, and Title I ARRA) Evaluate Process If object code 6100 has funding, add corresponding position information. State SaeCompensatory saoyeducation (SCE) Title I, Part A Title I, ARRA (Stimulus) 18

19 Staff Quality, Recruitment, and Retention Evaluate Process Highly Qualified Teacher Compliance Principals will be notified when available. Professional Development Student Achievement has been split from Professional Development. Move related Goals/Strategies and Actions to the new Professional Development section. 19

20 Tools MyData Portal Tab / / p Evaluate Process Quicksteps NCLB Comprehensive Needs Assessment (CNA) Guide Meeting Agenda and Sign In Form JFTK Core Practice Framework and Quick List Core Practice Survey Results and Data Analysis Tool Districtwide Initiatives Checklist 20

21 Training Buckner Building, Lab 308 Evaluate Process Date Time September , :30 11:00 am October 5, :00 3:30 pm to sign up for training on September 14 th or 15 th. Participants should register through Oracle for training on October 5 th. 21

22 Campus Improvement Planning Workshop Core Practice Audit Survey Results and Data Analysis Tool from February 2010

23 Objectives Reinforce process tools and practices Illustrate approach for discussing Core Practice Audit Reports Identify implementation gaps by theme Adjust strategies and actions 23

24 Complementary Assessment Tools OHI* Core Practice Campus Assesses Leadership Health and Assesses Teaching Effectiveness and Climate and Learning Practices Together these tools provide insights into a campus ability to enable and foster student learning. These insights are then incorporated into the Campus Improvement Plan. * Organization Health Indices 24

25 Purpose of Core Practice Audit Evaluates application rigor of practices and tools by campus Reinforces use of proven practices and district initiatives (e.g. OHI, Principles of Learning, Core Practice Framework, Halverson rubric) Provides results used to improve process and to identify implementation strengths and weaknesses Does not measure individual performance or offer a Gotcha 25

26 Strategies from Core Practice Framework Focus of NCEA Audit Core Practice Self-Audit Five Themes Three Levels Source: NCEA, Just For The Kids 26

27 Core Practice Framework Questions addressed by the Five Theme Areas Theme 5: Recognition, Intervention, and Adjustment What are we doing if they haven t learned it? Theme 4: Monitoring: Compilation, Analysis, and Use of Data How do we know that students learned what we said they would? Theme 3: Instructional Programs, Practices, and Arrangements Do we have the right things in place to deliver the curriculum? Theme 2: Staff Selection, Leadership, and Capacity Building Are our people p well-prepared p to deliver the curriculum? Theme 1: Student Learning: Expectations and Goals What are students expected to know and be able to do? Source: NCEA, Just For The Kids 27

28 Core Practice Framework and Survey Results on Page of MyData Portal Core Practice Framework and Survey Results 28

29 MyData Portal School Reports Links The and Core Practice Audit summary Results (Excel) is posted under the section of the PDF Reports column and TAKS Planning Tools. 29

30 Instructions for Data Analysis Tool Understand audit results Identify ygaps and opportunities Communicate results Research proven practices Adjust your 30

31 Core Practice Framework Quick List 31

32 Instructions for Data Analysis Tool 32

33 Understand Audit Results Use the Core Practice Audit Survey results and JFTK Core Practice Framework or Quicklist as reference tools to target strategies from the Data Analysis Tool. 33

34 Strengths = Responses 80% or Above Q49 = 90% Rating is based on the sum of first two answer responses. Areas for Improvement = Responses Below 80% Q45 = 61% 34

35 Core Practice Audit Data Analysis Tool

36 Strengths by Theme Theme 1, Q4: 98 % For what portion of the content standards for your grades and / or subjects do you have a deep understanding? Theme 2, Q18: 96% How often do teachers meet to collaborate in grade-level l or subject-area teams? Theme 3, Q43: 95% How often is classroom time in your school focused on the core academic objectives? Theme 4, Q49: 90% In your opinion, what portion of teachers in your school assess individual student progress regularly? l Theme 5, Q75: 86% How often are struggling students identified early in the year, prior to failing the state assessment? 36

37 Areas for Improvement by Lowest Percentage Theme 2, Q32: 38% How often are teachers provided with the necessary training to use the adopted instructional resources? Theme 2, Q29: 47 % How often do instructional specialists or master teachers provide feedback on teachers' lessons in your school? Theme 4, Q55: 56% How often does the principal meet with teachers individually to review student data? Theme 3, Q45: 61% How often do student groups (flexible grouping) change as a result of regular student t assessments? 37

38 Identify Gaps and Opportunities Compare the Data Analysis Tool to the Campus Improvement Plan to understand how to address concerns in order to achieve campus goals. 38

39 Core Practice Audit - Review of Strategies Are the right strategies in place to achieve your goals? Goals Strategies 39

40 Core Practice Audit - Deeper Review of Your Most Critical Strategy Needing Attention Actions Does the strategy have focused, supporting actions? Are the actions being implemented rigorously and are they effective? 40

41 How to Use the Core Practice Audit Data Analysis Tool Communicate Results Share audit results with the campus and request feedback from staff to revise the Campus Improvement Plan. Research proven practices Concentrating on any gaps you have identified, determine how to adjust your key strategies and actions in the Campus Improvement Plan to ensure the campus can achieve goals. Adjust your Based on feedback and research, update the strategies and actions in the Campus Improvement Plan at 41

42 Resources for Research and Investigation CCR Comparisons/Scatterplots ( ) Based on your data review, where do you stand in relation to comparable schools in Texas? Use this resource to identify potential schools for benchmarking visits. On-line Case Study ( For the core practice at the organizational level that needs adjustment, review the on-line case study from other schools. Missing the Mark ( For the core practice at the organizational level that needs adjustment, determine if a critical attribute in the Missing the Mark/On Target chart describes the implementation on your campus. Finding what high performing schools are doing Based on your research (Scatterplots, Case Studies, and Missing the Mark) arrange to conduct a benchmarking session with an exemplar school. To prepare for and conduct the session: Start with the data - first yours, then theirs (CCR Comparison) Understand clearly what you want to learn ( and Core Practice Audit Report) Use the Core Practice Framework to develop how questions based on the framework Be open to share and receive information 42

43 CAMPUS IMPROVEMENT PLANNING WEBSITE Evaluate Process Contact t Information Keitha Shelby, Manager, Planning & Project Support Juanita (Janie) Reyes, Specialist Gloria Rosas, Administrative Assistant