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Integrated Campus Action Plan 2005-2006

Guidelines and Resources

Ysleta Independent School District Division of Academics

Richard Bentley Associate Superintendent

Jana Garcia

Executive Director of Secondary Education

Rita Lopez-Rodriguez Executive Director of Elementary Education

Integrated Campus Action Plan District Level Committee

Maria A. Aguilar Division of Academics

Early Education

Claudia Cochran Division of Academics

Office of Assessment, Accountability and Research

Dr. Teresa Cortez Division of Academics

Office of Assessment, Accountability and Research

Alice Davis Division of Academics

Compensatory Education

Dora De La Rosa Principal, Tejas School of Choice

Alternative Campuses

Irma Ferri Division of Academics Bilingual Education

Paul Haupt

Assistant Principal, Pebble Hills Elementary Hanks Area

Trula Holstein

Division of Academics Curriculum, Instruction and Assessment

Miles Hume

Principal, Parkland Middle School Parkland Area

Catherine Kennedy Principal, RFK Pre-K

Pre-K Campuses

Josie Kinard Instructional Specialist, Del Valle High

Del Valle Area

Cindy Madrid Principal, Del Norte Heights Elementary

Bel Air Area

Sheryl Maxsom Division of Academics

Curriculum, Instruction and Assessment

Gloria Magallanez Division of Academics

Curriculum, Instruction and Assessment

Angelica Nieto Division of Academics

Special Education

Angie Perez Assistant Principal, Scottsdale Elementary

Eastwood Area

Jenny Serros Instructional Specialist, Camino Real Middle School

Ysleta Area

Dr. Eileen Wade Principal, Riverside High School

Riverside Area

Isela Walls Division of Academics

Instructional Technology

Acknowledgements The following groups provided valuable suggestions related to both the process and the format of the Integrated Campus Action Plan.

Principal Survey Group

Carol Allen Hanks High School

Dora De La Rosa

Tejas School of Choice

Jana Garcia Bel Air High School

Maria L. Greenup

Ranchland Hills Middle School

Lilia Limon PLATO Academy

Ricardo Lopez Desert View Middle School

Lynn Musel

Eastwood Heights Elementary

Virginia Padilla Lancaster Elementary

Marta Provenghi

Cadwallader Elementary

Steve Sanchez Tierra Del Sol Elementary

Instructional Specialist Leadership Academy Members

Dianne Jones Hanks High School

Gail Love

Eastwood High School

Irene Medina Bel Air High School

Sandra Orzulak

Parkland Middle School

Cyndi Ponce Ysleta High School

Evie Ramirez

Desert View Middle School

Laura Ramirez Riverside High School

Jose Rubalcaba

Ranchland Hills Middle School

Javier Salgado Parkland High School

The following people offered technological assistance in developing, posting and managing the electronic version of the Integrated Campus Action Plan Form.

Marina Silva Division of Academics

Instructional Technology

René Sáenz & Ray Garcia

Technology Information Systems Network Services

Table of Contents

Introduction..........................................................................................................................1

Leadership Team Formation and Development...................................................................5

From District Vision to Campus Mission—Establishing Focus..........................................9

Collaborative Comprehensive Needs Assessment.............................................................21

Five’s the Limit—Prioritize Needs....................................................................................29

Determine Goals and Objectives .......................................................................................35

Develop a Plan of Action...................................................................................................41

Align Resources, Staffing and Professional Development ................................................57

Implement ..........................................................................................................................67

Monitor ..............................................................................................................................69

Evaluate..............................................................................................................................71

Bibliography ......................................................................................................................73

Appendix A—Establishing Focus

Federal, State and Local Drivers............................................................................75

Appendix B—Activity Sheets............................................................................................83

Appendix C—Needs Assessment Resources.....................................................................91

Appendix D—Instructions for Completion of the ICAP Form .......................................135

Appendix E—Peer Review Form ....................................................................................143

Integrated Campus Action Plan Guidelines and Resources 1

Introduction In Texas, the focus of all campus planning and decision-making is to improve the academic performance of all students with the ultimate purpose of attaining the state’s educational goals of equity and excellence. Specific campus planning and decision-making processes are outlined in the provisions of Senate Bill 1, Texas Education Code (TEC), passed by the Texas Legislature in May 1995. Several areas of the state statute pertaining to these requirements were amended by the 76th Legislature. Under TEC §11.251(f), district policies are required to ensure that all pertinent federal planning requirements are addressed through the campus planning process. Prior to this regulation, each campus eligible for Title I, Part A funding would generate a separate, yet parallel, campus improvement plan that incorporated all of the items required to obtain related funds. As a result of provisions in Chapter 11, state and federal campus improvement plans were integrated.

In addition, the integrated plan includes State Compensatory Education (SCE) as defined in TEC §42.152(c). This is a program designed to supplement the regular education program for students at risk of dropping out of school. The purpose of the SCE program is to increase the achievement and reduce the dropout rate of students at risk of dropping out of school. In addition to the elements of a campus improvement plan required by P.L. 107-110 and TEC §11.253, SCE requires that campus improvement plans include the following:

• Total amount of SCE funds allocated for resources and staff • Supplemental financial resources for SCE • Supplemental FTEs for SCE • Formative and summative evaluation criteria/processes

Each district must identify supplemental direct costs and personnel attributed to the SCE Program in the campus improvement plans at the summary level for financial units or campuses.

Components of a Schoolwide Program

NCLB P.L. 107-110 Section1114

Campus

Improvement Plan

TEC §11.253

Needs Assessment

Parent Involvement

Professional Development

Coordination/ Integration of

Resources

Schoolwide Reform

Strategies

Transition Plans

Highly Qualified Teachers

Evaluation/ Assessment

Support Systems for

Students

Include Teachers

(Assessments) Timelines

Violence Prevention/ Intervention

Meet needs of all

students

Measure Progress

Performance Objectives

Identify Staff Needed


Since the majority of campuses in the Ysleta Independent School District are Title I Schoolwide, the district initiated an Integrated Campus Action Plan process which integrates the campus improvement plan the state requires and the school improvement plan required of campuses receiving Title I, Part A funding. In an attempt to streamline the document, align the planning process to district timelines for related processes, such as budget planning, and to provide consistency of products, this process was revised and updated in 2004-2005.

The Ysleta Independent School District Integrated Campus Action Plan Process evolved from careful review of school improvement literature, analysis of elements or components of effective school improvement models, and the input of principals, campus-level instructional specialists and district level personnel in the Division of Academics. At the center of this process, is the district vision.

Leadership Team Formation and Development

From District Vision to Campus Mission—

Establishing Focus

Collaborative Comprehensive

Needs Assessment

Monitor

Determine Goals and Objectives

Develop a Plan of Action

Align Resources, Staffing and Professional Development

Implement

Five’s the Limit— Prioritize Needs

Evaluate

All students who enroll in our schools will graduate

from high school, fluent in two or more languages, prepared and inspired to

continue their education in a four year college, university

or institution of higher education so that they

become successful citizens in their community.

Ysleta Independent School District

Integrated Campus Action Plan Process

…Achieving the Vision


The purpose of this document is to lead Ysleta Independent School District campuses through an organized, yet flexible, step-by-step process to generate an effective Integrated Campus Action Plan. A highlight of this resource is that each step of the process includes federal and state requirements. In addition, processes/activities to involve stakeholders in campus planning have been included. Components of an Integrated Campus Action Plan The Integrated Campus Action Plan should contain the following components:

Cover page Vision/Mission Statement and Signatures page Plan for Dissemination and Review of the ICAP (include a structure for staff feedback) Names, position and signatures of members of CEIC and/or ICAP Leadership Team Campus Profile School-Parent Compact in English and Spanish Collaborative Comprehensive Needs Assessment Summary Plan of Action for at least 3, no more than 5, improvement goals with performance objectives Strategies, Practices and Programs to Maintain/Sustain Strategies, Practices and Programs to Modify Professional Growth Options for the Entire Faculty Professional Growth Options for Groups of Faculty/Staff Evaluation Plan Evidence of Peer Review within Feeder Pattern

Review and Feedback District level personnel will work with ICAP Leadership Teams, within feeder pattern areas, to facilitate a Peer Review process to review Integrated Campus Action Plans before they are submitted. In addition, District level personnel will join ICAP Leadership Teams in monitoring progress of the plans throughout the school year. The primary purpose of this review is to assist the ICAP Leadership Team to ensure that their plans meet the following standards:

• An effective Integrated Campus Action Plan reflects strong consensus and commitment among all stakeholders, especially among those who are directly responsible for implementing the proposed changes.

• An effective Integrated Campus Action Plan is based on analysis of disaggregated data of student performance indicators of academic achievement.

• An effective Integrated Campus Action Plan addresses the gaps and/or areas of need identified in a collaborative comprehensive needs assessment.

• An effective Integrated Campus Action Plan includes strategies and practices that are scientifically research based.

• An effective Integrated Campus Action Plan allocates campus human, material and fiscal resources to maximize student achievement


Leadership Team Formation and Development

The comprehensive plan shall be developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, and administrators (including administrators of programs described in other parts of this title), and if appropriate, pupil services personnel, technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school. PL 107-110, Section 1114 (b)(2)(B)(ii)

The board shall adopt a policy to establish a district and campus planning and decision-making process that will involve the professional staff of the district, parents and community members in establishing and reviewing the district’s and campuses’ educational plans goals, performance objectives, and major classroom instructional programs...The committees shall include a business representative, without regard to whether the representative resides in the district or whether the business the person represents is located in the district. TEC 11.251 (b) At least 2/3 of the elected professional staff representatives shall include both campus- and district-level professional staff members. TEC 11.251(e) Parents are partners with educators, administrators, and school district boards of trustees in their children’s education. Parents shall be encouraged to actively participate in creating and implementing education programs for their children. TEC Section 28.001 (a)

Composition of the ICAP Leadership Team Each school must form a campus-level planning team, composed of no more than 12 members, to meet both federal and state requirements. The ICAP Leadership Team includes:

• The principal • Other campus/district administrators • Teachers representing all grades and/or content areas • Representatives of other professional staff, including counselors, diagnosticians, social

workers, health services personnel, instructional specialists, etc. • Representatives of entities and/or parents of students served by federal programs whose

funds are coordinated and integrated in the schoolwide program (Title I--Migrant Education, Title II—Teacher and Principal Training and Recruitment, Title III—ELL/Immigrant, Title IV—Safe and Drug Free Schools and Communities, Title V—Innovative Programs)

• Parents and community representatives, including a business representative • Students (secondary level)

These members can be appointed by the principal or nominated and elected by their peers. The team is responsible for creating a program that meets local, state and federal requirements, as well as community expectations. Because team members will assume a variety of roles and responsibilities in order to lead the campus community through the ICAP planning process, they should exhibit


characteristics/traits that enable participative management and enhance facilitative leadership. The table below outlines the characteristics, traits and/or skills, roles and/or responsibilities and the knowledge an effective team member should possess.

Characteristics, Traits and/or Skills Roles and/or Responsibilities Adequate Background Knowledge

• Representative of both professional and nonprofessional staff

• Sensitive to the needs of the campus/district

• Self-directed with follow through behaviors

• High level of analytical skills • Positive about improvement • Understand and act upon

commitments • High-energy with high expectations • Opinion leader to whom other staff

members will listen • Candid • Leading for improved results • Create a positive climate • Promote/model team values • Empower school community • Facilitate communication

• Establish a clear charge statement • Recorder • Group process facilitator • Data coordinator • Technology specialist • Logistics Coordinator • Assessment expert • Liaison to various stakeholder

groups • Team building • Strategic planning and follow-

through • Leadership • Data utilization and analysis • Managing change • Measuring progress

School Improvement Process • Creating a shared vision • Data analysis • Problem Clarification • Benchmarking • Assessment strategies • Change process

Research-based Practices such as: • Professional Learning Communities • Performance-Based

Instruction/Assessment • Dimensions of Learning • Portfolio Assessment • Multiple Intelligences • Action Research • Constructivist Classroom • Technology as a tool for Instruction • 4 MAT • Student-Centered Classrooms • Problem-Based Learning • Brain-based Classrooms • Small Schools/Schools Within

School • Cooperative Learning

Support and Resources for Planning Once identified, the ICAP Leadership Team will be responsible for leading the campus community through each of the steps of the ICAP Planning Process. To do this, members may need training in the following areas:

• ICAP Process • Team-building and Maintenance • Problem Solving Skills • Processes for Achieving Consensus • Facilitating Groups • Interpersonal Skills

o Active listening o Giving and accepting positive feedback o Conflict resolution o Risk taking

• Intrapersonal Skills o Managing stress o Setting goals o Developing confidence/self-esteem


In addition to training, Leadership Team members will need both time and resources to plan and implement the stages of the ICAP planning process. A timeline outlining the yearlong ICAP planning process and a planning agenda should be developed. To increase communication with all stakeholders, the following team practices are essential:

• Create a meeting calendar and plan to meet regularly • Create agendas and keep a copy on file • Solicit agenda items between meetings from all stakeholders • Begin each meeting by highlighting accomplishments and addressing concerns • Determine the purpose and objectives for each meeting • Post agendas where stakeholders may view them • Keep minutes of the meeting and post where stakeholders may view them • At the close of each meeting, determine agenda items for the next meeting

Resources may include funding for planning/training, access to data sources, surveys, technology, and technical expertise from district level personnel.


From District Vision to Campus Mission—Establishing Focus Where do we want to be? What is our purpose? What is important? These questions are crucial in establishing focus within an organization to increase effectiveness. The answers to these questions are found within an organization’s vision, mission, and values statements. Vision Statement

Ysleta Independent School District Vision Statement

All students who enroll in our schools will graduate from high school, fluent in two or more languages, prepared and inspired to continue their

education in a four year college, university, or institution of higher education so that they become successful citizens in their community.

In the Ysleta Independent School District, success for all students is embodied in the district vision statement. This vision statement provides a collective picture of the future, compelling all stakeholders to excel and learn. Bringing life to this vision statement, in both words and actions, involves ensuring that the entire community is familiar with and shares the same vision. Activity #1—Sharing the Vision

Purpose: To create alignment and build commitment to the Ysleta Independent School District Vision Statement.

Audience: All campus employees and parents/guardians of students, students, community

members, Board members, other area principals/representatives, and/or central office administrators involved with the campus community.

Suggested Timeframe: 1 hour

Procedure:

1. Begin by distributing the Sharing the Vision—Glossary of Terms worksheet (Appendix

B) 2. Ask individuals to read through the Ysleta Independent School District Vision Statement

and to list key words or phrases in the first column of the worksheet.


All students

will graduate

fluent in two or more languages

prepared to continue their education

each and every student regardless of ethnicity, status…

not one child will drop out and that each child will complete a K-12 education within 13 years.

my child will be able to speak, read and write in English, as well as another language as a native of the country would.

my child has taken courses that will prepare her for success and has been able to score at least 1200 on the SAT, etc.

3. Ask individuals to define what each key word or phrase means to them in the space provided. To personalize this activity, ask individuals to think of a child, someone who is special to them, either one of their own, a niece/nephew or a special student, and to define what each key word or phrase means to them for this special child in the space provided. Encourage individuals to write their responses using measurable performance indicators. (i.e. If a student is truly prepared to enter a four year college or institution, he/she has completed a course of study which meets admission requirements of any four year college, has a score of at least 1000 on the SAT, meets the Texas Higher Education Coordinating Board Standard for Higher Education Readiness in English Language Arts and Mathematics as assessed on the TAKS test, which means he/she has scored a 3 or 4 on the Writing portion of the 11th grade TAKS test, etc.)

4. Have participants form pairs by meeting with someone they do not know or someone who teaches a different subject/grade level.

5. Have each pair discuss their responses and combine them to create a new form. Have the pairs meet with another pair and repeat step 6.

6. Move from groups of 4 to groups of 8 and repeat step 6. 7. Have each group report out. Script and post responses, combining them to create a single

form, which incorporates the ideas of all groups. 8. Build consensus by asking all participants if they agree with the definitions and if they do

not, determine the changes needed so that all can come to an agreement to support and defend the terms.

9. Compile, post, and distribute the information throughout the campus community.


Mission Statement The function of the mission statement is to define the purpose of each campus in achieving the district vision. Since consensus is critical to the evolution of a mission statement, the greatest value of creating a mission statement pertains to the discussions that occur as a result of the process, especially those addressing the basic beliefs of staff regarding teaching and learning for all. The mission statement includes the voices of everyone—teachers, parents, support staff, administration, students and community members. To establish a collective will and develop shared motivation for continuous improvement; each campus should review and renew the mission statement annually. Once developed, the mission statement should be displayed and reflected in staff and student behaviors. According to Lezotte (1990), a campus mission statement embodies the answers to the following questions:

1. Who will deliver the service? 2. Who will benefit? 3. What is the nature of the service? 4. What constitutes observable evidence? 5. What is the level of accountability?

Characteristics of successful mission statements include:

• Straightforward—any stakeholder is able to visualize the service • Succinct—most stakeholders can recall and recite it • Broad focus—flexible, so the organization will evolve without losing focus • Charts the course—the destination is clearly defined, the means and route are limitless • Foundation for decisions—Facilitates decision-making among stakeholders

Activity #2—Creating the Mission Statement

Purpose: To develop/revise a campus level mission statement

Audience: All campus employees and parents/guardians of students, students, community members, Board members, other area principals/representatives, and/or central office administrators involved with the campus community.


Procedure:

1. Use a brainstorming process to generate responses to the following:

a. Our mission as a school community is… b. We do this by… c. We do this so that…

2. Post and categorize/combine responses into collections of words or phrases to create one list for each statement that includes everyone’s ideas.

3. To narrow the number of ideas to incorporate in the mission statement, give participants 6 self-stick dots and allow them the opportunity to select the words or phrases they agree


to by placing the dots next to them. If they strongly agree with a word or phrase, they may place more than one dot next to it.

4. In small groups draft mission statements that include the most prevalent words or phrases.

5. As a whole group, share and compare statements until one or two emerge as statements that reflect the whole group.

Sample statement:

Our mission as the campus community of __________________ is to encourage and challenge each and every one of our students to reach high levels of academic performance. We do this by providing a well-balanced and appropriate curriculum through the implementation of research-based instructional strategies to meet the needs of all learners. We do this so that they are prepared to meet future challenges and so that they pursue lifelong learning opportunities.

1. Who will deliver the service? the campus community of __________________ 2. Who will benefit? each and every one of our students 3. What is the nature of the service? providing a well-balanced and appropriate curriculum

through the implementation of research-based instructional strategies 4. What constitutes observable evidence? high levels of academic performance, meet the needs of

all learners 5. What is the level of accountability? each and every one of our students

The mission statement is the foundation of the Integrated Campus Action Plan. All goals, objectives, initiatives, strategies and professional development should exemplify the mission statement. Once a mission statement is created, it is important to develop a shared understanding of what the outcome of the statement looks like, sounds like, and feels like for all students. For example, in the sample mission statement provided, what would it look like, sound like and feel like if a student reached a high level of academic performance from any and all stakeholders perspectives? Activity #3—Our Mission Statement Looks Like, Sounds Like, Feels Like

Purpose: To create alignment and build commitment to the campus level mission statement.



Procedure:

1. Divide participants into groups of 4 or 5 seated around a table. 2. Begin the activity whole group by determining/listing the key words or phrases of the

mission statement. 3. Assign each group a key word or phrase.


4. Ask the following question “If the mission statement is reflected in our actions, what would (key word or phrase) look like, sound like and feel like from the perspective of:

a. a student? b. a parent? c. a teacher? d. an administrator? e. a visitor to the campus?

5. Use the From My Perspective worksheet (Appendix B) to record the responses.

6. Share with the whole group, adding ideas from other groups when appropriate.

Linking Key Success Measures to the Mission Statement Linking key success measures to the mission statement establishes a basis for determining the evidence that will be collected and analyzed in the evaluation of improvement efforts. Key to the process is the development of a shared understanding by all involved of the levels of expectations associated with the mission statement.

Our mission as the campus community of __________________ is to encourage and challenge each and every one of our students to reach high levels of academic performance. We do this by providing a well-balanced and appropriate curriculum through creative and innovative instructional strategies to meet the needs of all learners. We do this so that they are prepared to meet future challenges and so that they pursue lifelong learning opportunities.


Refer to the mission statement above. What success measures can be linked to the phrase high levels of academic performance and what is the level of expectation associated with this phrase?

Keyword or phrase: High levels of academic performance

Measure of Success Level of Expectation Teacher developed assessment instruments in Math, Reading, Writing and Science

80% or greater

TAKS Scale Scores 2200 or better TAKS Writing Scores 3 or 4 Benchmark Assessments 80% or greater Reading Assessments Reading at or above grade level Grades 80% or better Course passing rates 90% or better Enrollment in AP classes At least 50% of all seniors in one or more

classes AP Scores 50% meeting or exceeding standard SAT Scores Campus mean of 920

Activity #4—Key Measures of Success

Purpose: To create a shared understanding of the levels of expectation implied in the mission statement.



Suggested Timeframe: 2-3 hours

Procedure:

1. Divide participants into groups of 4 or 5 seated around a table. 2. Use the list of key words or phrases of the mission statement as identified in Activity #3 and

the Linking Key Success Measures to the Mission Statement worksheet (Appendix B). 3. Assign a key word or phrase to each group. 4. For each key word or phrase, ask participants to determine relevant measures of success. For

each measure of success, determine the level of expectation that is implied by the mission statement. Record responses on the worksheet.

5. Use a “Gallery Walk with Docent” process to allow all groups the opportunity to view each group’s product. Place a comments/suggestions box at each table for input from participants.

6. Allow each group the opportunity to review the comments/suggestions and make changes to their lists.


7. Distribute whole sheets of paper to each table. Instruct each group to fold each paper in half lengthwise and write the measure of success on top and the level of expectation on the bottom for each of the responses posted on the worksheet.

8. Ask members to prioritize their responses from most important to least important. 9. Have each group present and post their top response. Any group with a like response will

either discard their sheet or offer their sheet with an alternative suggestion. Continue the process until all responses have been posted.

10. Depending on the number of responses, a voting process may be applied to narrow down the number (10 to 15).

11. Ensure that all participants come to consensus regarding the key measures of success linked to the mission statement.

12. Publish and distribute this information to all stakeholders. Shared Values and Level of Commitment Core values are the driving force behind the actions of all stakeholders. They permeate the culture and climate of a campus and are embedded in observable behaviors. The level of success a campus can achieve directly relates to the degree to which all stakeholders can reach consensus and commit to act upon shared values, which include beliefs about conditions for learning, outcomes for students and commitments to each other as stakeholders.

Ysleta Independent School District Core Beliefs

• The District will always strive to put the needs of children above the wants

of adults. • The District will provide a comprehensive curriculum driven by effective

research based practices that results in high levels of academic performance and achievement.

• The District will provide a safe, secure, nurturing learning and work environment that enhances the social and academic growth of all students and employees.

• The District will establish and maintain a system of internal administrative and accounting controls which inspires confidence in District management.

• The District will provide a system that provides consistent, across the District, student opportunities that will enhance academic achievement and social development.

• The District will only adopt programs that have measurable results. • The District recognizes that participation in extracurricular activities

produces well-rounded students and will encourage such participation.


Activity #5—What Beliefs Determine Our Values?

Purpose: To explore/develop shared values concerning beliefs about conditions for learning, outcomes for students and commitment to each other as stakeholders.




Procedure:

1. Write each of the statements below on a sheet of flip chart paper and place them in different locations around the room.

• At school, my child should have the opportunity to… • In order for my child to be successful, he/she should be able to… • The ideal classroom for my child is one that… • The ideal campus for my child is one that… • I believe my child is entitled to a quality instructional program, one that… • I believe my child is entitled to a highly qualified teacher, one that… • I believe that when a student leaves my classroom, he/she should… • I believe that when a student leaves our school, he/she should…

2. Have participants think of their own children or a child who is very special to them. 3. Begin with the first statement and ask participants to write their responses on self-stick notes

(one per note) and post them on the chart. Repeat the process for each of the other statements. 4. Form groups by dividing the total number of participants by eight so that groups of like size can

work with each of the statements. 5. Have each group categorize the ideas into similar groups. 6. Have each group generate one or two statements that capture the ideas generated. 7. Share with the whole group. 8. Ask each participant to reflect on the value statements and to individually/anonymously

complete the statement “To achieve the mission of our campus I will commit to…” on a 4 x 6 index card or a half sheet of paper in legible print. To determine which group each participant is representing, use a different color for campus employees, parents, students, community members, etc.

9. Collect and shuffle responses. Adhere to a large piece of butcher paper to be posted in a prominent location.


School-Parent Compact

Each school, with parents, shall jointly develop a written parental involvement policy that describes how the school will provide for:

SHARED RESPONSIBILITIES FOR HIGH STUDENT PERFORMANCE. Jointly develop with parents a school-parent compact that describes:

• how the school will provide high quality curriculum and instruction in a supportive and effective learning environment that enables children to meet the student performance standards;

• ways that each parent will be responsible for supporting his/her child’s learning; and

• ongoing communications between parents and teachers including (in elementary schools) at least one parent-teacher conference to discuss the compact, frequent reports to parents, reasonable access to staff, observation of classroom activities, and opportunities to volunteer and participate in their child’s class.

PL 107-110, Section 1118 The School-Parent compact is a requirement of every Integrated Campus Action Plan. Each campus must submit two copies, one in English and one in Spanish. The School-Parent compact is a jointly developed plan that indicates what school personnel and parents need to do to help children meet state student achievement standards. The process of developing the compact provides parents an opportunity to be involved in their children’s education by including them as part of the campus team. The combined support that a compact promotes can have a direct impact on student achievement. Although the compact may differ from campus to campus, it should be based on parent involvement, educational standards, stakeholders’ responsibilities and ongoing review. A compact can include:

• Main purpose or goal • Responsibilities for students • Duties parents pledge to perform • Duties school personnel pledge to perform • Guidelines for communication between the campus and parents

The School-Parent Compact acknowledges that all stakeholders have a responsibility in the learning process, encouraging a team approach, where students, parents and campus personnel work together effectively, to promote learning and prepare children for the future by putting goals on paper and helping to make them happen. For this reason, the process is more important than the product. Each party involved identifies approximately five actions they will take to ensure student success at their campus. These responses are used to generate a compact. School-Parent Compacts must be reviewed and revised annually.


Activity #6—Developing a School-Parent Compact

Purpose: To identify stakeholder responsibilities in order to develop a School-Parent Compact




Procedure:

1. Form groups of 4 or 5 participants, each group having at least one student, one parent and one teacher.

2. Give each participant a sheet of paper and ask them to fold it into four sections and to label each section with the following:

o Student o Parent o Teacher o Principal

Students could agree to:

Parents could agree to:

Teachers could agree to:

Principals could agree to:

• Actively participate in the learning process

• Seek out learning opportunities

• Be prepared to learn • Be respectful • Complete all

assignments • Aim for quality • Monitor their own

progress

• Make their child’s education a priority

• Facilitate reading at home

• Encourage/support participation in school-related activities

• Discuss school with their children

• Limit their children’s exposure to media

• Review their child’s progress

• Establish a routine that promotes study time

• Be involved with the campus

• Attend parent conferences

• Encourage their children to pursue higher levels of learning

• Model lifelong learning

• Providing a variety of learning opportunities

• Make learning meaningful • Have clear expectations • Be fair and consistent with

discipline • Show respect • Be good role models • Encourage student success • Integrate technology in

learning

• Maintain a focus on equity and excellence in education

• Providing a safe and orderly climate

• Collaborate with all stakeholders

• Allocate resources in a way that maximizes student achievement

• Support student programs • Provide quality services for

students • Provide opportunities for

parent involvement • Communicate regularly

with parents • Make parents feel welcome

at the campus


3. Ask participants to individually brainstorm responses to the question “If a student is to be successful, what do the individuals in each group have to do?” That is, “What are their responsibilities?”

4. Ask participants to share their responses within their group and determine the top three responses for each category.

5. Ask each group to rank order their responses for each category. 6. Each group will share with the whole group the top response for each category. Script the

responses on a sheet of flip chart paper 7. If any group feels that they still have a response that was not included, ask them to share. 8. Explain to participants that these responses will be used to form a compact, an agreement

between two or more parties, in which the responsibilities of each group will be included. On this note, ask them to determine what the most important responsibilities of each group are.

9. Give each participant twelve self-stick dots and ask them to vote for their top three choices on each list.

10. If necessary, repeat the process until each group has identified the top five responses. 11. Incorporate those responses to create a draft of the School-Parent Compact.


Collaborative Comprehensive Needs Assessment

A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information on which achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1). PL 107-110, Section 1114 (b)(1)(a)

Assess the academic achievement for each student in the school using the AEIS. TEC 11.253 (d)(1)

The Needs Assessment is the systematic effort to determine the nature of problems, challenges, and/or opportunities in a specific area. After analyzing a Needs Assessment, interventions are then selected that can focus the campus toward meeting the needs in a strategic, cost-effective manner. Most often, data analysis tends to focus on student academic and behavior indicators, without taking into account the many other factors that impact student learning, such as school climate, parent involvement, teacher expectations, classroom instructional activities, curriculum alignment, assessment practices, teacher quality, leadership capacity, resources and professional development. For this reason, the Needs Assessment should be both collaborative, involving all campus community stakeholders, and comprehensive, involving the diagnosis/interpretation of student outcomes, as well as organizational dimensions, such as those indicated in the Effective Schools Correlates. This review aids in determining the effectiveness of educational programs for each and every student population served. The assessment can be used for planning general school improvement and meets any and all needs assessment requirements for Title I Schoolwide Programs and Title I program improvement. Prior to setting long-range goals or measurable campus performance objectives, it is essential that the ICAP Leadership Team and the Campus Educational Improvement Committee review the most current, accurate needs assessment information available. When working without current year TAKS scores, make an educated judgment based on previous years’ scores, the TEA Campus Report Card, student grades, and projected possible areas of need. Accurate problem identification is a crucial step that needs to be given time and attention. Collect and Analyze Student Data Sources The needs assessment process begins with the diagnosis and interpretation of student outcomes. Since the primary purpose of any campus is teaching for learning, the effectiveness of the campus is measured in terms of student achievement and other student outcomes. In addition to reviewing academic achievement data as measured by performance on standardized assessments, it is also important to review other sources of data including student affective data. While reviewing student data sources, keep in mind the key success measures as identified in the campus mission statement.


The following steps lead to a thorough review of student data sources: 1. Involve as many stakeholders as possible. Because reviewing data with all stakeholders may be

overwhelming, begin with a snapshot analysis of data by creating/using a campus profile and/or a longitudinal analysis sheet including information from prior years’ AEIS reports and other school performance indicators.

Sample: Longitudinal Analysis of School Performance Indicators

Enrollment 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003

Enrollment in Grades 9-12 1,491 1,432 1,407 1,455 1,443 Enrollment Grade 12 278 276 267 295 316 Enrollment Grade 11 286 267 303 344 316 Enrollment Grade 10 368 378 376 382 358 Enrollment Grade 9 559 511 461 428 453 Enrollment Grade 8 6 Enrollment Grade 8 (Feeder pattern) 354 367 334 359 357

Attendance Rates 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 State 95.4% 95.6% 95.5% 95.6% --- District 95.1% 95.3% 95.6% 95.4% --- Campus 92.4% 92.8% 93.7% 93.2% ---

Annual Dropout Rates 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 State 1.6% 1.3% 1.0% 0.9% --- District 2.9% 2.1% 1.4% 1.2% --- Campus 2.7% 2.9% 3.3% 2.8% --- Completion/Student Status

Rate Class of

1999 Class of

2000 Class of

2001 Class of

2002 Class of

2003 Graduated 81.6% 76.1% 73.7% 78.9% --- Received GED 1.7% 3.2% 2.5% 1.2% --- Continued HS 10.2% 8.9% 12.3% 8.9% --- Dropped Out (4-yr) 6.5% 11.8% 11.9% 10.8% --- RHSP/DAP Graduates --- 60.2% 65.7% 79.7%

SAT/ACT Results Class of 1999

Class of 2000

Class of 2001

Class of 2002

Class of 2003

SAT/ACT % Tested 74.1% 99.6% ? 83.6% Mean SAT Score--State 989 990 987 986 Mean SAT Score--District 847 820 799 806 Mean SAT Score--Campus 800 798 767 782

Advanced Courses 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 State % enrolled 20.1% 20.1% 19.3% 19.4% --- District % enrolled 18.7% 21.1% 18.8% 24.0% --- Campus % enrolled 17.4% 17.3% 21.3% 22.3% --- Advanced Placement Exams (# passed/# taken)


2. Assess the academic achievement for each student in the school using the Academic Excellence Indicator System (AEIS).

Performance on each of these indicators is shown disaggregated by ethnicity, sex, special education, low-income status, and limited English proficient status.

3. Identify other sources of information. 4. Select methods to collect information.

Snapshot Analysis of Data • Campus Profile • Longitudinal Data

Academic Excellence Indicator System

• State-administered assessment performance; by grade, by subject, and by all grades tested

• State Developed Alternative Assessment performance

• Student Success Initiative • Attendance rate for the full

year • Dropout rate (by year) • Completion and dropout rates

(4-year longitudinal) • Percent of high school

students completing advanced course

• Percent of graduates completing the Recommended High School Program

• Advanced Placement (AP) and International Baccalaureate (IB) examination results

• TAAS/TASP equivalency rate• SAT and ACT examination—

participation and results

Other Data Sources • Diagnostice pre-tests • Individual student pre-test and post test scores • Participation data disaggregated by student groups, gender and age • Language Proficiency Tests • Mastery Tests • Placement Tests • Psychological Profiles • Policy information—Discipline, attendance, grading, homework, etc. • Performance on TAKS objectives—by campus, class/teacher, subgroups, etc. • Performance on TAKS of subgroups that has scored lower than the majority of the

student body • Adequate Yearly Progress reports • Report card grades • Individual student achievement on standardized tests (TAKS, TPRI, LAS, etc.) • Enrollment and passing rates in advanced courses • Age in grade • Percentage of students passing to next grade • Percentage of students passing each subject/course • Number of students failing one or more core courses • Number of students with at least one grade below 75 • Attendance data • Ratio of credits earned to credits attempted • Student discipline data • Records of incidents of school violence • Indicators of student use of alcohol or drugs • Dropout data • Percentage of students planning to attend college • Percentage of students with proficiency in two or more languages • Portfolios of student work • Percentage of students referred for and/or placed in special education • Participation in extracurricular activities—academic and/or athletic • Participation in fine arts • Authentic Performance measures such as performance tasks, student projects,

student portfolios and exhibits • Staff records—retention, recruitment, demographics • Program evaluations—OEYP, SCE, Migrant, ELL, SDFSC • Proficiencies with Technology TEKS • Student book lists and comprehension checklists • Classroom observations • Early childhood development measures • Parent/Community Records • Computer placement tests


5. Collect, record and analyze data. • Were data disaggregated to find indicators of achievement for students from various

populations, including: o Students of each racial/ethnic group o Students of each gender o Students at each grade level o Students in at-risk situations o Students from migrant families o Students who are recent immigrants o Students with emerging English proficiency o Students with disabilities o Students experiencing homelessness o Students from families receiving Aid to Families with Dependent Children (AFDC)

benefits o Students who are gifted and talented o Students who participate in career and technology education programs

• Were data on staff strengths and needs examined in the assessment, both to (1) establish strengths and needs of faculty and staff and (2) to determine how faculty-staff factors affect student strengths and needs? Did the campus examine data such as: o Level of education/certification o Number of years experience o Number of years at campus o Attendance by level/department o Number of teachers meeting criteria to teach G/T students o Participation in professional development activities o Use of technology integration in instruction o Proficiencies with Technology TEKS o Use of student data to plan instruction o Staff involvement in the campus decision-making process o Staff involvement in extracurricular activities o Knowledge and use of various instructional strategies o Understanding of the Texas Essential Knowledge and Skills (TEKS) and Texas

Assessment of Knowledge and Skills (TAKS) o Collaboration in planning instruction o Knowledge in assessment o Involvement in looking at student work o Involvement in lesson studies o Involvement in peer coaching activities

• Were data on family and communities examined in the assessment, both to (1) establish strengths and needs of families and communities and (2) to determine how family-community factors affect student strengths and needs? Did the campus examine data such as: o Literacy skills of parents o Parents ability to speak English o Parents fluency in a language other than English o Number of books in the home


o Parents expectation that their children will graduate from high school o Parental understanding of the Texas Essential Knowledge and Skills (TEKS) and

Texas Assessment of Knowledge and Skills (TAKS) o Know and understand the requirements for high school graduation o Ability to assist children with homework o Comfort level to come and talk with school personnel o Belief that school personnel are working to achieve goals that are consistent with what

parents want for their children o Participation in parent/teacher conferences o Attendance at PTA/PTO functions and other school activities o Participation as school volunteers o Involvement in school decision-making processes

6. Report the data by using graphs/visuals to present the data more clearly. 7.

Diagnosis/Interpretation of Organizational Dimensions The Correlates of Effective Schools can serve as a filter through which data related to organizational dimensions can be collected and analyzed. Research has indicated that these correlates did not actually cause increased student achievement, but that there is a strong relationship between them and student achievement. Unlike some factors such as a parent’s educational level or the primary language spoken at home, the correlates are the elements of a campus community that can be altered to impact student achievement.

Correlates of Effective Schools

Safe and Orderly Environment—In the effective school, there is an orderly, purposeful businesslike atmosphere which is freefrom threat of physical harm. The school climate is not oppressive and is conducive to teaching and learning. Climate of High Expectations for Success—In the effective school, there is a climate of expectation in which the staffbelieves and demonstrates that all students can attain mastery of the essential school skills and that they, the staff, have thecapability to help the students do so. Instructional Leadership—In the effective school, the principal acts as an instructional leader and effectively and persistentlycommunicates that mission to the staff, parents and students. The principal understands and applies the characteristics ofinstructional effectiveness in the management of the instructional program. Clear and Focused Mission—In the effective school, there is a clearly articulated school mission through which the staffshares an understanding of commitment to the instructional goals, priorities, assessment procedures, and accountability. Staffaccepts responsibility for students’ learning of the school’s essential curricular goals. Opportunity to Learn and Student Time on Task—In the effective school, teachers allocate a significant amount ofclassroom time to instruction in the essential skills. For a high percentage of this time, students are engaged in whole class orlarge group learning activities that are planned and teacher directed. Frequent Monitoring of Student Progress—In the effective school, student academic progress is measured frequently. Avariety of assessment procedures are used. The results of the assessments are used to improve individual student performanceand also to improve the instructional program. Home/School Relations—Parents understand and support the basic mission of the school and are made to feel that they havean important role in achieving this mission. Lezotte, L.W. and Jacoby, B.C. (1990). A Guide to the School Improvement Process based on Effective Schools Research. Okemos, Michigan: Effective Schools Products, Ltd.


Activity #6—Using the Correlates of Effective Schools to Determine Campus Strengths and Areas of Need

Purpose: To determine campus strengths and areas of need.


Suggested Timeframe: 2-3 hours with a two week window to collect/analyze data

Procedure:

1. Write the title and description of each of the Correlates of Effective Schools on a sheet of flip-chart paper and place them in different locations around the room with a table and chairs nearby. Place a few stacks of self-stick notes on each table.

2. Divide participants into 7 equally sized groups. If each group has more than 8 participants, create two sheets for each correlate and divide the number of participants by 14.

3. Ask participants to individually brainstorm questions or perceptions regarding the correlate they have been assigned and write each response on a self-stick note.

4. Invite participants to discuss their responses within each group and post their responses on the sheet of flip chart paper.

5. Ask participants to rotate as a group to the next correlate. Have the group review the responses already posted and post any additional questions or perceptions.

6. Repeat step 5 until each group has seen all 7 correlates. 7. Have groups return to their original chart and categorize information. 8. Once categories have been established, have each group write 3 to 5 statements about the

information on the chart. Ask participants to use language that is descriptive, not evaluative or causative. Avoid words like “poor” or “better”. (i.e. The majority of staff perceives that…)

9. Share statements whole group and give participants the opportunity to vote for the statements that are the greatest areas of need by giving each participant up to 5 self-stick dots.

10. Once areas of greatest need have been identified, ask participants to determine what kind of data and how the data will be collected in order to answer questions or verify/nullify perceptions as indicated in the statements created.

11. Assign each group the task of collecting/analyzing the data for each of the statements. Each group will need access to the resources needed to generate the data.


Critical Questions

1. What are our strengths? How can we use these strengths? 2. What is working? 3. What isn’t working? Why isn’t it working? 4. Can it be fixed? Should it be fixed? 5. What group(s) is/are not performing well on TAKS? In what specific area? 6. Do we know what, if any differences, exist between students we have had for at least

three years as opposed to students who have been here for less time? 7. Have we considered student mobility in assessing the strengths and weaknesses of our

curriculum and instruction? 8. On what TAKS objectives are the group doing poorly? 9. On what instructional targets (TEKS) is the group doing poorly? 10. How does the current program of curriculum/instruction address these

objectives/instructional targets? 11. What was tried in the past and for how long? How do we know whether or not it

worked? 12. Have we studied staff turnover/mobility/attendance rates and their effects on student

achievement?

Summarize Each Integrated Campus Action Plan must contain a summary of the needs assessment. The needs assessment encompasses many forms of data with extensive analysis of the data. Within the ICAP document, a summary of the information is required. It must include information regarding data sources reviewed/analyzed, identified strengths, identified areas of concern, and conclusions/implications related to the goals and objectives established for the campus.


Five’s the Limit—Prioritize Needs Campus level priorities are broadly defined in both the vision and mission statements. After carefully reviewing student data sources and data relevant to the organizational dimensions of a campus, it is important that problem areas, as indicated by the data, be identified and prioritized to determine the focus of campus improvement efforts. A campus with too many priorities has no priorities. Ideally, each campus should select one to three priorities. Select no more than five priorities per campus. At any point in time, everyone on the campus should be able to articulate what all priorities of the campus are.

Selecting Priorities What vital few issues will have the greatest impact if addressed? Identifying the most urgent and most compelling needs of the campus, as indicated by the data, is a prerequisite to clarifying the problem. Activity #7—Identifying Campus Priorities

Purpose: To identify campus priorities as indicated by the data.



Procedure:

1. Give five index cards to each participant. Ask participants to write the following headings on each card:

• Student Achievement • Curriculum and Instruction • Professional Development • Family and Community Involvement • School Context and Organization

2. Ask each participant to reflect on the needs assessment data presented and to write one specific area of need that he/she feels deserves the highest priority for each of the areas. Ask participants to list items that can be addressed. For example, nothing can be done about low socio-economic status of students, but something can be done to make it less of an issue in terms of student learning.

3. Ask participants to rank their priorities from 1 to 5, 1 being the highest priority. 4. Collect the #1 cards from each participant and group according to topic. 5. List the priorities from each area, combining/tallying similar responses. 6. Give each person 3 self-stick dots and allow them to vote for the items they feel deserve the

highest priority. 7. Continue the process until one to three priorities have been identified.


Clarifying the Problem Through the needs assessment process, data was collected and analyzed to provide a clearer picture of student achievement and organizational dimensions in order to prioritize areas of instructional need. The next step involves determining why the data looks the way it does, by exploring the contributing factors and root causes that impede student achievement in specific areas so that appropriate strategies that address the problem can be identified and implemented. Too often, any and every solution to the problem is applied with little success. To accurately identify and effectively deal with the problem, teams may have to collect additional data related to the instructional program and the knowledge, skills, and attitudes of staff members. Some key questions include:

• Why does the data look like it does? • What are the root causes and contributing factors of the data results? • What does our instructional program look like in the identified area of need? • Is staff teaching to the TEKS? • Is staff assessing the TEKS? • Does all staff know what and how TAKS assesses? • Does staff teach and assess the indicators being tested on TAKS? • How does staff monitor individual student progress on indicators? • How does staff intervene with students not demonstrating proficiency on indicators?

Create a problem statement Once a problem has been identified, a problem statement should be created. It should be based on measurable and/or observable evidence, stated in declarative language and include the following:

• Where and when the problem is observed • For whom and to what level is it impacting student learning • Observable evidence over time of its existence

Example: Data Interpretation

• Over the past 6 years, less than 30% of students have mastered Algebra I performance indicators as measured on Algebra EOC exams and/or the TAKS.

• Over the past 5 years, an average of 52% of students have not earned credit in Algebra I.

• Over the past 3 years, approximately 21% of 9th graders are repeating freshmen, of which 67% have not earned a full credit in Algebra I.

• Each year for the past 5 years, approximately 100 students repeated Algebra I in summer school, of which 90% earned credit.

• On the 9th grade TAKS, objective analysis reveals that students had most difficulty in the following areas:

o Objective 1—The student will describe functional relationships in a variety of ways.

o Objective 3—The student will demonstrate an understanding of linear functions.

o Objective 5–The student will demonstrate an understanding of quadratic and other nonlinear functions.

• Teacher analysis of lesson plans revealed that 90% of lessons are textbook driven.


• Teacher responses to the Levels of Implementation of the TEKS rubric indicate that 72% of teachers are below level 4.

• Teacher responses on Title I Needs Assessment indicate that 22% of teachers use graphing calculators to analyze patterns and generalize concepts, whereas 78% of teachers believe students should not use graphing calculators until they have developed the paper and pencil skills.

1997-1998

Algebra EOC

1998-1999 Algebra

EOC

1999-2000 Algebra

EOC

2000-2001 Algebra

EOC

2001-2002 Algebra

EOC State 35.9% 43.4% 43.9% 49.2% 57.8% District 23.4% 34.5% 41.9% 48.8% 57.1% Campus 5.6% 21.5% 15.4% 31.6% 31.1%

2002-2003

TAKS Math 9th Grade

2002-2003 TAKS Math 10th Grade

2002-2003 TAKS Math 11th Grade

State 65.1% 74.2% 68.5% District 55.9% 68.1% 57.8% Campus 47.7% 67.2% 60.5%

Algebra I Grade Distribution

Total Students

A 100-90

B 89-80

C 79-75

D 74-70

F 69-0

1998-1999 485 3.9% 18.8% 9.5% 13.0% 54.8% 1999-2000 472 5.3% 11.9% 15.7% 14.4% 52.8% 2000-2001 432 4.2% 15.0% 10.6% 12.3% 57.9% 2001-2002 456 4.6% 14.0% 12.3% 20.8% 48.2% 2002-2003 427 4.7% 12.9% 15.2% 20.4% 46.8%

Problem Statement: This is the 5th year in which our students are not mastering essential knowledge and skills in Algebra I. Evidence indicates 52% of our students do not earn credit for Algebra I and less than 50% of students are demonstrating mastery on standardized tests measuring proficiency in Algebra I. Of 9th graders on our campus, 21% are repeating the 9th grade, 67% of which have not earned a full credit in Algebra I.

Analyze the Problem Once a problem statement has been created, a thorough analysis of the problem is the next step to generating a plan of action. Finding successful solutions to problems is directly related to finding the real causes of a problem. By identifying potential causes of a problem, it is possible to define other areas of data collection to verify the real causes of a problem. With the involvement of many stakeholders in the process, it is possible to increase the range of perspective in identifying potential causes, increasing the breadth and depth of analysis. Methods that can be used to determine the causes/contributing factors include the Fishbone Strategy as a cause/effect analysis and/or a Pareto Analysis. Each provides for an in depth exploration of the possible causes of a problem.


Activity #8— Using the Fishbone Strategy for a Cause/Effect Analysis

Purpose: To identify potential causes of a problem.



Procedure:

1. Post the problem statement for all participants to see it. 2. Identify major categories that are potential sources of the problem. 3. Begin the diagram with the major categories 4. Select a category and brainstorm “why” it is a potential source. Add responses to the chart in the

form of “bones”, branching off with smaller bones until all ideas have been exhausted. Never use people’s names or positions on the diagram.

5. Repeat the process for each category. 6. Once the chart has been completed, go through and identify “bones” which the system has no

control over, such as limited English proficiency, mobility and low socio-economic status, and cross them off of the chart.

7. Identify potential causes that recur throughout as areas for further investigation.

Effect: Low

performance in Algebra I.

Causes

Teacher

Curriculum

Causes

Learner

Instruction

Causes

Organization

Resources

Textbook driven

Does not reflect functional approach to Algebra

Emphasis on skills

Not consistent with all teachers Little integration of technology

Teachers do not plan together

Lack variation of strategies

Lack time

Need more training

Need access to computers

Level of expectations vary Grading policies

New/inexperienced teachers teach Algebra

Core beliefs/values related to Algebra instruction and use of technology

Not aligned to assessment

Level of experience

Scheduling

Teacher assignments

Teachers need time to plan together

Need help

Do not understand

Lack basic arithmetic skills

Do not do homework

Low attendance for tutoring

Low use of available resources


Another process used to identify the root causes of a problem involves asking multiple layers of questions to focus in on the actual causes of a problem. The example below illustrates the process. Suppose that data indicates that of all academic areas, students are struggling most with science. The next logical question would be what aspect of science are they struggling with the most. To be able to answer this question, it would be necessary to refer to item analysis information. The questioning process continues until the underlying causes of a problem are revealed. It is important to stop at a layer where action can be taken.

• In which academic areas are our students struggling the most?

• With what aspects of science are they struggling the most?

Focus here

Focus here


• With what aspects of demonstrate an understanding of the earth sciences are they struggling

the most?

• With what aspects of identify and describe the importance of earth materials including rocks, soil, water, and gases of the atmosphere in the local area and classify them as are they struggling most?

Focus here



Goals

Become a TEA Rated Exemplary school district Every 8th grader will have a career plan that includes education or training in life/career

skill to be updated annually and to include the following: o Plan to take advantage of the opportunity to take college-level credits o Career skills o Community Service

Form partnerships with businesses, government entities, the military community, institutionof higher education, and other districts to share resources and knowledge to achieve ourVision Statement

Every student will be encouraged to participate in community service as a part of the YISDlearning experience

Every graduate will be fluent in English and one or more language The District will provide a web-based, individualized, instructional program for all interested

students The District will increase:

A. Daily Attendance Rate B. Graduation Rate C. SAT Scores

Determine Goals and Objectives

…ensuring high standards for all children…PL 107-110, Section 1001(d)(1)

Set the campus performance objectives based on the AEIS, including objectives for special needs populations. TEC 11.251 (b)

In the educational setting and in related literature, the words goal and objective are often used interchangeably, causing confusion when it comes time to stating them. To maintain a sense of consistency within the district of goals and objectives to be included in the Integrated Campus Action Plan, the following sections detail the differences. Goals Goals are broad statements directed toward a vision and consistent with the mission. For the ICAP, they are strategic, long-range targets directed toward, at a minimum, accomplishing state standards for student academic performance. They flow from the needs assessment, address all student populations and focus on strengths as well as areas for improvement. There are two types of goals, process and results goals. Process goals focus on the implementation of a program, strategy, method or activity with little connection to whether or not the desired outcome was achieved. Results goals are those that focus


on the desired outcome. What would we expect to see as a result of implementing a program, strategy, method or activity?

Process Goal Results Goal

Implement a dual-language program Students will be fluent in two or more

languages

Form partnerships with businesses, government entities, the military community, institution of higher learning and other districts

Student performance will improve

Develop a career plan that includes education or training in life/career skill

Students will be prepared and inspired to pursue learning opportunities beyond high school

Ideally, each goal included in the ICAP would be a statement including both process and results goals. Each campus should have no more than 5 goals that reflect the vision statement, are consistent with the mission statement and embody district goals. It is suggested that at least one goal relate to the climate of the campus. Examples of Goals:

• Implement a pyramid of interventions to ensure student success so that student achievement on performance indicators will improve.

• Use Curriculum Mapping to align curriculum, instruction and assessment so that student achievement on performance indicators will improve.

• Implement the Professional Learning Communities Model to improve collaboration among teachers so that student achievement on performance indicators will improve.

Objectives The key difference between goals and objectives is that objectives are specific and measurable. Objectives evolve from the priorities identified through the needs assessment process, more specifically from problem statements. They become the focal point for the school plan, the connector between the current reality as indicated by data and the vision statement that indicates where we want to be. Since campus improvement is determined by evidence of improved student achievement, objectives should:

1. be reflective of the campus mission, 2. evolve from the needs assessment process, 3. be stated in terms of student learning/outcomes, and 4. be based on a core body of knowledge to be learned, not on a test score. A test score

is evidence that an objective is or is not being met. Placing emphasis on a test score implies the primary focus is the test and not on the essential knowledge and skills to be mastered by each student.

so that

so that

so that


A well-written objective is one that communicates the same intended outcome to anyone who reads it, whether a teacher, a student, a parent, a community member, a board member or someone from central office. It should identify whom it relates to, what will happen, by when and to what extent. To ensure that these criteria are met, objectives should be SMART.

Specific and Strategic—It is possible to identify exactly what is required from the objective Measurable—Descriptive in time, quantity, and/or quality Achievable—Accomplishable, reasonable, attainable Results-oriented—Measures outputs or results including products and/or accomplishments Timebound—Identifies target date, includes interim steps and a plan to monitor progress

Examples:

• By May 2005, 90% of all students and all student groups will demonstrate mastery of Science TEKS.

o Who—all students o What—will demonstrate mastery of Science TEKS o When—By May 2005 o To what extent—90%

• By May of 2005, at least 75% of parents will attend four instructionally related activities

such as Parent/Teacher conferences, Family Learning events, TAKS Parent Training, Open House, Parent Technology Training, and Project Fairs.

o Who—parents o What—will attend four instructionally related activities o When—By May 2005 o To what extent—at least 75% and four

• By May 2007, 90% of all students and all student groups will be proficient readers at their

grade level. o Who—all students and all student groups o What—will be proficient readers o When—By May 2007 o To what extent—90% of all students, proficient readers

Stating objectives is just the beginning of a process that will narrow the focus of school improvement efforts. Determining objectives can be compared to New Year’s Eve Resolutions. Each year begins with the intent to improve an aspect of one’s life. For example one might consider exercising regularly to improve physical fitness as a goal to accomplish. The individual rushes out to join a gym or purchase exercise equipment to accomplish the goal. Months later, little progress has been made. What went wrong? Perhaps if the individual had clear-cut objectives with indicators of success that could be assessed by a variety of measures and with targets along the way, the goal would have been achieved. The same is true for school improvement. For each SMART objective, it is necessary to identify the indicators, measures and targets that will assist in monitoring progress towards accomplishing it.


Indicators Once an objective has been developed, the next step is to determine the indicators on which to focus. Indicators include the skills, knowledge or evidence of performance that comprise or lead to proficiency as indicated in the objective. Often, they are the areas of greatest need as identified in the needs assessment.

Objective: By May 2005, 90% of all students and all student groups will demonstrate mastery of Science TEKS.

Indicators: • The study of science includes planning and implementing field and

laboratory investigations using scientific methods, analyzing information, making informed decisions, and using tools to collect and record information.

• Investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

SMART Objective

Indicators

Measures

Targets

By May 2007, 90% of all students and all student groups will be proficient readers at their grade level.

Students will apply critical-thinkingskills to analyze culturally diverse

written texts.

Students will use a variety of strategies to analyze culturally

diverse written texts.

TAKSBenchmark Assessment

In-class assessment

TAKSBenchmark Assessment

In-class assessment

By May 2006, 72% of all student groups will have a scale score of 2300.

82% of all students and all student groups will score 80% or above

Increase the percent of students consistently scoring 80% from 55% to 80%

By May 2006, 80% of all student groups will have a scale score of 2300.

81% of all students and all student groups will score 80% or above

Increase the percent of students consistently scoring 80% from 65% to 85%


Objective: By May of 2005, at least 75% of parents will attend four instructionally related activities such as Parent/Teacher conferences, Family Learning events, TAKS Parent Training, Open House, Parent Technology Training, and Project Fairs. Indicators:

• Participation in Parent Involvement activities • Parent satisfaction with activities • Types of parent involvement activities

Objective: By May 2007, 90% of all students and all student groups will be proficient

readers at their grade level. Indicators:

• Students will apply critical-thinking skills to analyze culturally diverse written texts.

• Students will use a variety of strategies to analyze culturally diverse written texts.

Measures For each indicator, it is important to identify the measures to be used to evaluate progress towards meeting the objective. Measures are specific to each indicator. The list below provides some sample measures. Examples of measures are included below. • Benchmark assessments • Progress reports • Lesson Plans • Walkthroughs • Performance assessments • Teacher-developed rubrics • In-class assessments • Surveys • Sign-in sheets • Evaluation forms • Office referrals • Honor roll lists • Pre- and Posttests

• Diagnostic measures • Attendance • Passing rates • Completion rates • Reading levels • Portfolios • Classroom observations • Student products • Rubrics • Participation • Standardized Tests • Placement Tests • Other assessments

• Anecdotal records • Grade reports • Collaboration products • Meeting documentation • Curriculum Maps • Peer coaching logs • Calendar of activities • Pass/fail rates • Reading logs • Student journal • TEKS Checklists

Targets The final step is to identify the targets to be set for each measure. Targets should be attainable, based on data and resources. For example, suppose the passing rate for reading at a campus in 2002-2003 was 54.4%. Reaching 90% within one year is not a realistic goal, where as reaching 90% within 4 years is.

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007

54.4% 90%


A realistic target may be to aim to increase student achievement on performance indicators in equal increments over the next four years.

1. Calculate the amount for each increment of growth. (90-54.4)/4 = 8.9 2. Add the result to the current passing rate. 54.4 + 8.9 = 63.3 3. Repeat step 2 with the new result. 63.3 + 8.9 = 72.2 4. Repeat step 2 with the new result. 72.2 + 8.9 = 81.1 5. Repeat step 2 with the new result. 81.1 + 8.9 = 90

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007

54.4% 63.3% 72.2% 81.1% 90%

Each target is written specifically in terms of the desired level of achievement and links directly to strategies and activities implemented to address areas of need. Ultimately, the desired outcome of any activity is increased student achievement. For this reason, it is important to define each target in terms of student achievement and it should be based on evidence that is observable and/or measurable. The measures identified are incorporated in the language of a target. Examples of targets are included below.

• Increase the percentage of students reading at or above grade level from 53% to 75%. • At least 80% of students will score a 3 or 4 on writing assignments scored using the TAKS

rubric. • The average scale score on the mathematics TAKS test will increase from 1950 to 2200. • The number of office referrals for dress code violations will decrease from 45% to 20%. • The number of students with a grade less than 75 in any class will decrease by 20% each

grading period. (current 67%) • Analysis of peer coaching observation logs focused on questioning will reveal an increase in

the frequency and level of questions generated by the teacher. • The number of teachers using accountable talk in their classrooms will increase from 15% to

60%. • Increase the percentage of students mastering prioritized TEKS targets as indicated by

performance on TAKS o Reading Objective 1 from 35% to at least 60% o Mathematics Objective 5 from 56% to 72% o Science Objective 3 from 48% to 63%

• 90% of all students will score 75% or better on all benchmark assessments. • 90% of all students will demonstrate at least one year’s growth in reading level. • The number of students “on track” for completion in 4 years will increase from 67% to 80%.


Develop a Plan of Action

Schoolwide reform strategies that:

• Provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement described in section 1111(b)(1)(D).

• Use effective methods and instructional strategies that are based on scientifically based research that:

(i) strengthen the core academic program in the school; (ii) increase the amount and quality of learning time, such as providing an

extended school year and before- and after-school and summer programs and opportunities;

(iii) help provide an enriched and accelerated curriculum; and (iv) include strategies for meeting the needs of historically underserved

populations. • Include strategies to address the needs of all children in the school, but particularly

the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards who are members of students of the target population of any program that is included in the schoolwide program.

• The Title I program may include: a. counseling, pupil services, mentoring services; b. college and career awareness and preparation, such as college and career

guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies;

c. the integration of vocational and technical education programs; d. address how the school will determine if such needs have been met; and e. are consistent with, and are designed to implement, the State and local

improvement plans if any. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary schools.

PL 107-110, Section 1114 (b)(1)

Identify how the campus goals will be met for each student. TEC 11.253 (d)(3) Briefly stated, the ultimate goal of the Integrated Campus Action Plan is improved academic achievement for all students. The purpose of the Integrated Campus Action Plan is to narrow the gap between the current reality of a campus and where the mission statement indicates the campus should be. Therefore, the Integrated Campus Action Plan is not an end in itself, but the means to an end. Planning for action involves determining the most appropriate strategies to address identified areas of need that are based on scientifically based research, coordinating activities for each strategy, ensuring that all required areas are addressed, determining the expected outcomes of each activity, identifying means to measure progress, establishing check points when progress will be measured and determining who will be responsible for ensuring that the activities are carried out and progress is measured for each


goal and objective. All of this information will be entered on a template as part of the Integrated Action Plan.

Determine Strategies and Related Activities Up to this point, most stages of the planning process have been data driven. Now that problems have been identified, goals set and objectives written, the task is to search for and select the best approaches to tackle these problems. A thorough review of campus practices and strategies already in place would provide a starting point for generating solutions to the problems at hand. Activity #9— Using KMAA (Keep, Modify, Abandon and Add) to Generate Strategies

Purpose: To identify potential strategies for each goal.



Procedure:

1. Post each goal and objective for all participants to see. 2. Create a poster of the KMAA worksheet found in Appendix B for each goal and objective. 3. Begin by having participants brainstorm responses to the question, “What strategies, practices,

programs etc. are in place at this campus that we should KEEP?” 4. Responses may be written on self-stick notes and shared at each table before sharing whole

group. 5. Repeat Steps 3 and 4 with the question, “What strategies, practices, programs, etc. do we need to

MODIFY?” 6. Repeat Steps 3 and 4 with the question, “What strategies, practices, programs, etc. do we need to

ABANDON?” At this point, it is important to have participants site specific data which supports/justifies abandoning any strategy, practice, program, etc.

7. Repeat Steps 3 and 4 with the question, “What strategies, practices, programs, etc. do we need to ADD?”

8. Once a list of responses has been generated for each column, give participants the opportunity to select the most important in each column by giving each participant 12 self-stick dots, 3 each of 4 different colors, and allowing them to use a color to vote for items in each column.

The KMAA Activity will generate much needed information regarding strategies, practices and programs. First, the KEEP and MODIFY columns will generate a partial list of those programs in place at a campus that will need to be maintained/sustained or modified. Since the strategies are based on the goals at hand, they may not include all strategies, practices and programs at the campus. Nonetheless, this information is to be included in the Integrated Campus Action Plan in the Maintenance section. (Note: This section replaces the Standard Operating Procedures section of the ICAP.)


Critical Questions for Determining Strategies and Related Activities

1. Who needs to be involved in making these decisions? • Teachers • Administrators • Students • Parents • Community Members

2. What needs to be different… • With curriculum? • With delivery of instruction? • With grouping/organization of students? • With special programs (e.g. Title I, tutoring, etc.) or accountability groups?

3. What does the team need to know in order to address concerns identified in item 2? 4. Based on teams planning goals and what is to be accomplished, how much time is needed? 5. Who needs to know what decisions have been made and how will the team effectively communicate

with staff, students, parents and/or community members?

The ADD column of the KMAA will generate many possible solutions. The challenge will be to narrow the ideas down and select those that are most appropriate and achievable in terms of time, energy and resources required for implementation. A key step in the process is to apply the findings of research to the selection of strategies and activities as is required in the No Child Left Behind Act, Public Law 107-110 Section 1114; schoolwide reform strategies that use effective methods and instructional strategies that are based on scientifically based research. This point is stressed to ensure that campuses review reform approaches that are most likely to have a positive impact on student achievement. Although the range of information about “what works” varies considerably, all research should be examined from the following perspectives:

1. the theoretical base of the reform practice or program 2. implementation and replicability information 3. evidence of effects on student achievement

When judging the theoretical base of a practice or program, there should be evidence of the central idea and goals of the program, a clear description of the key instructional activities and a clear tie to an established learning theory such as child development or language acquisition. A program or practice should also have evidence that it has been successfully implemented and has produced positive outcomes in a variety of situations, most especially in a context similar to that of the campus considering the practice or program. It is important to be able to determine the number of campuses using the program or practice, whether or not it was fully implemented, what settings it was implemented in and finally, whether student achievement was demonstrated in a variety of settings. Finally, a program or practice should have evidence, based on rigorous research, of improving student achievement. A program or practice meets the “Gold” Standard if there are 4 or 5 high quality studies that investigate the impact on students of the practice or program for which findings are significant in at least 3 of them. The “Silver” Standard for a program or practice is met if there are 4 or 5 reasonable quality studies that investigate the impact on students for which findings are significant for at least 3 of them. Information and guidelines for judging the quality of a study are included in Appendix C.


One of the implications of the No Child Left Behind Act, Public Law 107-110 Section 1114, is that strategies are schoolwide and address the academic achievement of all students, most especially low-achieving students and those at risk of not meeting state standards. This is also a condition to consider when selecting strategies and related activities. Another factor to consider is the complexity of strategies. For example, Comprehensive School Reform strategies integrate instruction, assessment, classroom management, professional development, parental involvement and school management for school improvement. Other strategies may only impact a specific area such as curriculum or delivery of instruction.

Following is a list of reform models included in the meta-analysis of Comprehensive School Reform models conducted by Borman, Hewes, Overman and Brown. To be considered in the study, each reform model had to meet four basic criteria:

1. it is a whole-school or schoolwide reform design; 2. it is the subject of at least one prior study, whether positive or negative 3. it is a model that is disseminated by developers external from the schools 4. it has been replicated in 10 or more schools

Comprehensive School Reform (CSR)

The U.S. Department of Education defines CSR using 11 components that, when coherently implemented,represent a “comprehensive” and “scientifically based” approach to school reform. Specifically, a CSR program:

1. Employs proven methods for student learning, teaching, and school management that are based onscientifically based research and effective practices, and have been replicated successfully in schools;

2. Integrates instruction, assessment, classroom management, professional development, parental involvement, and school management;

3. Provides high-quality and continuous teacher and staff professional development and training; 4. Includes measurable goals for student academic achievement and establishes benchmarks for meeting the

goals; 5. Is supported by teachers, principals, administrators, and other staff throughout the school; 6. Provides support for teachers, principals, administrators, and other school staff by creating shared

leadership and a broad base of responsibility for reform efforts; 7. Provides for the meaningful involvement of parents and the local community in planning, implementing,

and evaluating school improvement activities; 8. Uses high-quality external technical support and assistance from an entity that has experience and

expertise in schoolwide reform and improvement, which may include an institution of higher education; 9. Includes a plan for the annual evaluation of the implementation of the school reforms and the student

results achieved; 10. Identifies federal, state, local, and private financial and other resources available that schools can use to

coordinate services that support and sustain the school reform effort; and 11. Meets one of the following requirements: the program has been found, through scientifically based

research, to significantly improve the academic achievement for participating students; or the program has been found to have strong evidence that it will significantly improve the academic achievement ofparticipating children. (U.S. Department of Education, 2002)

Borman, G. D., Hewes, G. M., Overman, L. T., and Brown, S. (2002, November) Comprehensive school reform and student achievement: A meta-analysis (Report No. 59) Baltimore, MD: Center for Research on the Education of Students Placed at Risk, Johns Hopkins University.


Comprehensive School Reform Models • Accelerated Schools Project • America’s Choice School Design • ATLAS Communities • Audrey Cohen College: Purpose

Centered Education • Center for Effective Schools • Child Development Project • Coalition of Essential Schools • Community for Learning • Community Learning Centers • Co-NECT Schools • Core knowledge • Different Ways of Knowing • Direct Instruction • Edison Project • Expeditionary Learning Outward Bound • High Schools That Work

• High/Scope Primary Grades Approach to Instruction

• Integrated Thematic Instruction • MicroSociety • Modern Red Schoolhouse • Montessori • Onward to Excellence • Paideia • Roots & Wing • School Development Program • Success for All • Talent Development High Schools with

Career Academies • The Learning Network • Urban Learning Center

When selecting school reform strategies, it is important to select strategies that have a proven record of success, those that are comprehensive enough to affect schoolwide change, and those that are dynamic enough to help the school attain challenging goals and objectives. In addition, it is important to take into account the many factors that influence student achievement and the implications of related research. The following tables give a brief overview of some of the most current findings.

Factors Influencing Student Achievement

School-Level Teacher-Level Student-Level

• A Guaranteed and Viable Curriculum

• Challenging Goals and Effective Feedback

• Parent and Community Involvement• Safe and Orderly Environment • Collegiality and Professionalism

• Instructional Strategies • Classroom Management • Classroom Curriculum Design

• Home Environment • Learned Intelligence

and Background Knowledge

• Student Motivation

Marzano, R. J. (2003) What Works in Schools Translating Research Into Action. Alexandria, VA: ASCD.


Categories of Instructional Strategies That Affect Student Achievement

Category Percentile Gain Identify similarities and differences 45 Summarizing and note taking 34 Reinforcing effort and providing recognition 29 Homework and practice 28 Nonlinguistic representations 27 Cooperative learning 27 Setting objectives and providing feedback 23 Generating and testing hypotheses 23

Questions, cues, and advance organizers 22

Marzano, R. J. (2003) What Works in Schools Translating Research Into Action. Alexandria, VA: ASCD.

Qualities of Best Practice in Teaching Science • Students need opportunities to explore the significance of science in their lives. • Science study should involve doing science, that is, questioning and discovering—not just covering—

material. • Effective hands-on inquiry involves a series of steps that builds students’ investigative skills. • Meaningful science study will aim to develop thinking, problem solving, and attitudes of curiosity,

healthy skepticism, and openness to modifying explanations. • Science education can build a knowledge base focused on essential concepts, rather than disconnected

topics or bits of information. • Students should explore fewer topics in depth, not skim many superficially. • Students grow out of misconceptions and naïve theories only by actively engaging in investigations. • Learning science means integrating reading, writing, speaking, and math. • Students need to consider issues of application of science and technology. • Good science teaching involves facilitation, collaborative group work, and a limited, judicious use of

information giving. • Meaningful assessment of students’ learning in science must promote the objectives of a good science

curriculum, and not undermine them. Zemelman, S., Daniels, H., and Hyde, A. (1998) Best Practice New Standards for Teaching and Learning in America’s Schools. Portsmouth, NH: Heinemann.


Although many categories exist for strategies/initiatives, four major areas to consider are: 1. Curriculum and Student Learning 2. Assessment 3. Delivery of Instruction 4. School Factors

Examples of Initiatives/Strategies implemented in YISD

• 4MAT—A natural cycle for delivering instruction in a way that connects to learners, provides relevant information, offers an opportunity for practice, and allows for creative adaptation of material learned.

• Accountable Talk—Classroom talk that has characteristics that make it accountable; seriously responding to and further developing what others have said, putting forth and demanding knowledge that is relevant to the issue, using evidence in ways appropriate to the discipline, and following established norms of good reasoning.

• Adaptive Schools—Build strong collaborative and caring work cultures, in which results-oriented faculties work together for continuous school improvement

• Block Scheduling—Organizing part of the daily schedule into larger blocks of time (more than sixty minutes) to allow flexibility for a diversity of instructional activities.

• Curriculum Mapping—A tool for collecting a database about what is actually being taught in the classroom, anchored in real time.

• Differentiated Instruction—offering several different learning experiences in response to students' varied needs.

• Dimensions of Learning—A learning-centered framework for instructional planning that translates the latest research on cognition and learning into practical classroom strategies.

• Exemplars: Standards-based Performance Assessment and Instruction—Performance assessment tasks in math and science that meet national standards to improve assessment and instruction.

• Kagan Cooperative Learning Structures—Simple teaching techniques or instructional strategies to guide the interaction of students with each other, the curriculum, and the teacher.

• Lesson Study—A professional development process that Japanese teachers engage in to systematically examine their practice, with the goal of becoming more effective.

• Problem-Based Learning—An instructional method that challenges students to "learn to learn," working cooperatively in groups to seek solutions to real world problems.

• TEXTEAMS—A TEKS/Standards-based professional development program for elementary, middle, and high school mathematics and science educators in Texas.

• Thinking Maps—A common visual language for learning within and across disciplines. • Writing/Reading Across the Curriculum—Focusing on general language skills teachers in all

disciplines can use to enhance student learning and reinforce language skills traditionally taught by language arts teachers.


As presented in the previous pages, it is easy to see that a wide variety of strategies can be selected. It is important to reiterate the fact that the challenge is to narrow the ideas down and select those that are most appropriate and achievable in terms of time, energy and resources required for implementation. Some key questions to consider are:

• Are there strategies for increasing the amount of learning time? • Are there strategies for increasing the quality of instruction? • What strategies are included to meet the needs of students in target populations? • Do the specific strategies address the cultural, linguistic, and learning strengths of diverse groups

of students? • Have adjustments been made to the strategies to coincide with the level of English language

proficiency of students? • Will the specific strategies accelerate the academic progress of groups of students achieving at

levels below their peers so that they are achieving the same challenging goals expected of all students?

• What prevention strategies are in place to address the needs of at-risk students? • Do the strategies help to ensure that these students stay in school, graduate and achieve

challenging academic goals? • To what level do the strategies address student service needs and how will it be determined if

needs are being met? • Is there a transition plan in place for students in preschool programs to ensure a very high

likelihood of success in kindergarten and first grade? • Are there strategies in place to improve the alignment of curriculum taught, resources and

materials selected, classroom instructional strategies, professional development opportunities, and the campus’ goals and objectives for the academic performance of all students?

• Are there strategies in place to help ensure students will be successful when they transfer to and from other schools within the district, out of the district, or when they've immigrated from other countries?

Required Areas To Be Addressed In addition to a school-parent compact and a comprehensive needs assessment, the No Child Left Behind Act, Public Law 107-110 Section 1114, outlines areas to be addressed as part of the strategies of an action plan and/or included in the Maintenance section. The table below includes these areas as well as those reflecting YISD Board Goals, AEIS indicators, and the coordination and integration of other Federal, State, and Local services and programs. To streamline the ICAP for each campus, it is no longer necessary to include a separate goal/objective page for each required area. An additional column has been added to the template where each of the following is to be referenced using the code provided based on the level of the campus.


Level Elementary Middle High Code Area

English/ Spanish

English

English

RDG Reading X X X

MAT Math X X X

WRI Writing X X

ELA English Language Arts X

SCI Science X X X

SST Social Studies X X X

COM Commended Performance • Address how campus will increase the number of students who receive commended

performance on TAKS X X X

Opp

ortu

nitie

s for

all

child

ren

to m

eet t

he S

tate

’s p

rofic

ient

and

ad

vanc

ed le

vels

of s

tude

nt a

cade

mic

ach

ieve

men

t

AYP Adequate Yearly Progress • Address how campus will increase the number of students who receive commended

performance on TAKS X X X

ATT Attendance Rate X X X

RET Retention Rate X X

FAI Failure Rate X X

DOR Dropout Rate X X

Perf

orm

ance

obj

ectiv

es b

ased

on

the

acad

emic

exc

elle

nce

indi

cato

r sy

stem

LAS LAS Oral Levels & LAS Reading and Writing (TEKS Based Curriculum) X X X

SCA Strategies that strengthen the core academic program X X X

LTM Learning time • Address increasing the amount and quality of learning time

X X X

EAC Enriched and Accelerated Curriculum • Address how the progress of students who are achieving less than their peers will be

accelerated so that they are achieving the same challenging goals expected of all students

X X X

Use

eff

ectiv

e m

etho

ds a

nd in

stru

ctio

nal

stra

tegi

es th

at a

re b

ased

on

scie

ntifi

cally

bas

ed r

esea

rch

HUP Strategies to meet the needs of historically underserved populations X X X


Level Elementary Middle High

COU

Counseling Program (SB 518) The Program must include: • A guidance curriculum to help students develop their full educational potential

including the students’ interests and career objectives. • A responsive services component to intervene on behalf of any student whose

immediate personal concerns or problems put the student’s continued educational, career, personal or social development at-risk.

• An individual planning system to guide a student as the student plans, monitors, and manages the student’s own educational, career, personal and social development.

• System support to support the efforts of teachers, staff, parents and other community members in promoting the educational, career, personal and social development of students.

X X X

SNP

Special Needs Populations • Address how the campus will meet the needs of all special populations, especially any

targeted in a Schoolwide Program o ETH—Ethnicity o ECO—Economically Disadvantaged o TTL—Title I o ELL—Limited English Proficiency o SPE—Special Education o G/T—Gifted & Talented o ATR—At Risk o MIG—Migrant

X X X

Incl

ude

stra

tegi

es to

add

ress

the

need

s of a

ll ch

ildre

n in

the

scho

ol, b

ut p

artic

ular

ly th

e ne

eds o

f low

-ac

hiev

ing

child

ren

and

thos

e at

ris

k of

not

mee

ting

the

Stat

e st

uden

t aca

dem

ic a

chie

vem

ent s

tand

ards

w

ho a

re m

embe

rs o

f the

targ

et p

opul

atio

n of

any

pro

gram

that

is in

clud

ed in

the

scho

olw

ide

prog

ram

VTE Integration of Vocational and Technical Education Programs X X

Tra

nsiti

on fr

om

Pres

choo

l to

Kin

derg

arte

n

TRA Transition from Preschool to Kindergarten • Plans for assisting preschool children in the transition from early childhood programs to

local elementary school programs X

Stra

tegi

es th

at

incr

ease

par

enta

l in

volv

emen

t

PIN Parental Involvement • Include strategies for increased parental involvement focused on improving student

performance. This may be accomplished through separate goal/objectives or within existing goals/objectives.

X X X



SCE

State Compensatory Education • Indicate the total amount of funds allocated for resources and staff • Supplemental financial resources for SCE • Evidence that the school has assessed the academic achievement of each student

identified as being at-risk of dropping out of school • Documentation must include information relating to how the campus is

addressing/reducing the disparity in performance on assessment instruments between students at risk of dropping out of school and all other district students

X X X

SPE Special Education • Funds must be spent on special education services provided based on individual student

needs as prescribed by the individual education plan (IEP). X X X

SSI Student Success Initiative • Plan to improve Early Reading Program so that all students read at or above grade level

by the end of 3rd grade X

VDP Violence Prevention/Safe and Drug Free Schools and Communities • Include measurable objectives for drug use prevention and/or violence prevention

X X X

DYS Dyslexia and Related Disorders • Address the implementation of a reading program that provides reading instruction to

identified students X X X

CED Character Education X X X

TXG Texas Grant • Address increasing student awareness of grant availability and eligibility requirements

for higher education X X

BED Bilingual Education/Limited English Proficiency • Address services to ELL students in Bilingual Education through ESL, ASL, and/or

Two Way Dual Language strategies X X X

GTE

Gifted/Talented Education • Participation in SUMMIT Program, Pre-AP and/or AP courses • Address differentiating the TEKS in all core content areas • Address opportunities for G/T students to work together, with other students, and

independently • Address the completion of an advanced level project or performance on a yearly basis • Document funding amounts

X X X

Coo

rdin

atio

n an

d in

tegr

atio

n of

Fed

eral

, Sta

te, a

nd lo

cal s

ervi

ces a

nd p

rogr

ams

PRS

Pregnancy Related Services • Address instructional and support services provided to pregnant and or parenting

students in the following areas: o Counseling o Job Readiness/Career Counseling o Child Care o Transportation o Instruction in Skills and Knowledge for Parenting o Assistance in Obtaining Services from Government Agencies or Community Service

Organizations o Compensatory Education Home Instruction during maternity leave

X X



CTE Career and Technology Education • Address the integration of CATE services

X X

MSP Math/Science Partnership • Address the development and implementation of standards-based math/science

curriculum, instruction and assessment X X X

ITA

Instructional Technology Applications • Address the teaching and learning of Tech Apps TEKS • Address professional development • Address the integration of Tech Apps to all areas of the curriculum, • Address the maintenance, upgrade and purchase of hardware and software, as well as

network and connectivity

X X X

Coo

rdin

atio

n an

d in

tegr

atio

n of

Fed

eral

, Sta

te,

and

loca

l ser

vice

s and

pro

gram

s

OGR Other Grant Resources • Address how other grant resources will be coordinated/integrated in the schoolwide

program X X X

Stra

tegi

es to

att

ract

hig

h-qu

ality

hig

hly

qual

ified

te

ache

rs to

hig

h-ne

ed sc

hool

s

HQT Recruitment/Retention of Highly Qualified Teachers • Address how highly qualified teachers will be recruited and retained at each campus • Every new teacher will have a mentor.

X X X

PAP Pre-AP Program and PSAT • Address improving quality/enrollment of Pre-AP Program • Address improving student performance on the PSAT

X X

ADV Advanced Placement Program • Address improving the quality/enrollment of AP courses • Address increasing numbers of students taking AP tests • Address improving student performance on AP tests

X X

RGP Recommended Graduation Plan • Address courses/initiatives that ensure all students within a grade cohort will graduate

under the YISD Recommended Plan within 4 years X X

DAP Distinguished Achievement Plan • Address increasing the number of students graduating under the DAP

X X

CAT College Admissions Tests • Address improving student performance on PSAT, PLAN, SAT and/or ACT

X X

LAN Students will be fluent in two or more languages • Plan to ensure that students will be fluent in two or more languages by the time they

graduate X X X

CAP Career Plan • Address development/maintenance of career plans as outlined in YISD Goals

X X

YIS

D V

isio

n St

atem

ent &

Goa

ls R

elat

ed

CSP Community Service • Plan to involve YISD students in community service projects

X X X Please note: Although each of the above areas must be addressed, it is no longer necessary to create a separate goals/objective page for each of the required areas. Instead, a column has been added to the


action plan template to indicate that each of the areas is being addressed within the strategies section of the action plan. In addition, because some of the required areas are addressed in programs already established at each campus, they will be included in the Maintenance section of the Integrated Campus Action Plan. Once strategies have been determined, it is important to identify the related activities; that is the steps, tasks or actions needed to accomplish each strategy. Effective activities are detailed and specific, directly related to the strategy and capable of resulting in progress toward the objective. They are also sequential and include a timeline.

Strategy: Implement Thinking Maps in all core content areas.

August 2005 September 2005 October 2005 November 2005 December 2005 • Teacher training • Begin teaching 1 map

per week for 1 week

• Continue teaching 1 map per week for 1 week

• Evidence of student work

• Observations by trainers

• Continue teaching 1 map per week for 1 week



• Students determine which thinking maps to use in core content areas

• Develop rubric to assess level of implementation



• Students select thinking maps to use

• Determine level of implementation/make adjustments



January 2006 February 2006 March 2006 April 2006 May 2006 • Follow up training • Refine use of thinking

maps • Evidence of student

work • Observations by

trainers

• Increase level of use of thinking maps in core content areas












Targets As each strategy is identified and activities developed, the desired outcomes/benefits should be identified in order to evaluate the overall success of the strategy and/or activities. Ultimately, the desired outcome of any activity is increased student achievement. For this reason, it is important to define each target in terms of student achievement and it should be based on evidence that is observable and/or measurable. The targets identified while writing campus objectives can be incorporated in the expected outcomes. Each strategy should include at least 3 quantifiable outcomes.

Strategy or Related Activity Target(s) Analyze current curriculum and instruction for alignment with prioritized TEKS targets.

Increase the number of students mastering prioritized TEKS targets as indicated by performance on TAKS Reading Objective 1 from 35% to at least 60% Mathematics Objective 5 from 56% to 72% Science Objective 3 from 48% to 63%


Strategy or Related Activity Target(s)

Schedule and conduct professional development for all staff on integrating TEKS into established subject curriculum.

Increase the number of students mastering essential knowledge and skills as indicated by performance on TAKS from 72% of students mastering all tests to 80% of students mastering all tests.

Implement Readers' Workshop (Guided Reading, Read Aloud, Independent Reading, Paired Reading, and Shared Reading) across all grade levels

75% of all students will read on grade level

Administer science benchmark assessments for each grade level every 4 ½ weeks.

100% of students will achieve 75% or above on science benchmark tests

Measures (Formative Assessment) Each strategy should also include a plan for the periodic ongoing analysis of effectiveness, one that assesses instruction and instructors to determine/reinforce what is working well and to identify areas needing improvement. Assessment should occur often, at least four times a year, and include several measurement strategies. Qualitative methods, such as focus groups and personal interviews, combined with quantitative methods, such as assessment results and surveys, provide valuable information about the implementation of strategies and related activities to drive decisions related to continuing, modifying or abandoning instructional practices. The assessment should be based on evidence that is observable and/or measurable. Obtaining and maintaining reliable data requires a good method for consistently providing and recording the data. This may require the development and implementation of assessment tools to determine progress. As outlined in the No Child Left Behind Act, Public Law 107-110 Section 1114, there should be measures to include teachers in the decisions regarding the use of academic assessments to provide information on, and to improve, the achievement of individual students and the overall instructional program. Therefore, it is important to include teachers in determining and implementing the formative assessment process. Check Points The regularly scheduled review of key data in making decisions helps make “management by fact” a reality. This is the purpose of establishing check points, specific dates to review formative assessment data and provide feedback to appropriate stakeholders. A beginning date and completion date should be set for each strategy. In between those dates, establish check points to determine progress of the strategy/activity. These dates should be written in incremental units, such as every six weeks or once a month. Do not indicate time in general statements such as, “ongoing” or “August-May”.

Check Points o Weekly check of lesson plans o Weekly evaluation of student products o Review progress reports every three weeks o Biweekly inspection of attendance records o Examination of passing rates


Responsibility To ensure that the strategy and related activities are carried out in a quality systematic fashion, it is important to identify the person responsible. The law indicates that the board of trustees, the superintendent, and principal are accountable for actions and activities within the district. Realistically, these people cannot personally accomplish all of the actions and activities for each and every campus. Therefore, there should be at least one person at the campus responsible for each strategy and activity. It is assumed that the principal is responsible for all components of the Integrated Campus Action Plan, so the person responsible should be someone other than the principal such as an assistant principal, a grade-level, block or department chair, groups of teachers, etc. It is important to note, that the position implies a level of accountability. List the position of the person, not the individual’s name.

Person(s) Responsible o Assistant Principal o Librarian o Instructional Specialist o Department Chair


Align Resources, Staffing and Professional Development Resources are the human, material and financial elements needed to accomplish the strategies and related activities effectively. An efficient Integrated Campus Action Plan aligns campus resources with priorities and goals based on the implications of data gathered in the needs assessment process. In addition, a careful review of the staffing needed to carry out such plan, as well as the professional development needed to support the plan is imperative. Resource Allocation

A local educational agency may consolidate and use funds under this part, together with Federal, State, and local funds, in order to upgrade the entire educational program of a school that serves an eligible school attendance area in which not less than 40 percent of the children are from low-income families, or not less than 40 percent of the children enrolled in the school are from such families. PL 107-110, Section 1114 (a)(1)

A school participating in a schoolwide program shall use funds available to carry out this section only to supplement the amount of funds that would, in the absence of funds under this part, be made available from non-Federal sources for the school, including funds needed to provide services that are required by law for children with disabilities and children with limited English proficiency. PL 107-110, Section 1114 (a)(2)(B) Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training. PL 107-110, Section 1114 (b)(1)(J) Determine the resources needed to implement the plan. TEC 11.253 (d)(4)

Resource allocation involves considering all resources, not just fiscal, available to the campus and whether or not they are utilized most effectively and efficiently. When reviewing possible federal, state and/or local fiscal resources, it is important to keep in mind the purpose, intent and guidelines for each. For example, fiscal resources from the Individuals with Disabilities Education Act Part B funds may be combined in a schoolwide program, however Part B Preschool funds must be used for 3-5 year olds. State Bilingual/ESL funds may not be combined with other funds. Possible Federal Resources

Title I Part A Title I Part B—Even Start Title I Part C—Education of Migratory

Children Title II Part A—Teacher and Principal

Training and Recruiting Title III Part A—Language Instruction

for English Language Learner Students

Title II Part D—Enhancing Education through Technology

Title IV—Safe and Drug-Free Schools and Communities Act

Title VI—Innovative Education Program Strategies

Title VII Part A—Bilingual Education Title VII Part C—Emergency Immigrant

Education Program


Steward B. McKinney Homeless Assistance Act

Carl D Perkins Federal Career and Technology Education

Individuals with Disabilities Education Act, Part B and Preschool

Head Start Adult Education

Possible State & Local Resources

Pre-kindergarten State Bilingual/English as a Second

Language State Technology Allotment State Compensatory Education State Gifted and Talented State Career and Technology Education Optional Extended Year Program

Other State Funds Special Grants Received

The first step in allocating resources is to gather allocation data and related regulations. This information can be collected in a spreadsheet. Although actual budget amounts may not be available, use planning or tentative allocations for selected supplemental programs.

F unction O b jec t C ode T itle I P a rt A

S ta te C om pensa to ry

E duca tion To ta ls

11 6118 -$ -$ -$ -$ -$ 11 6119 -$ -$ -$ -$ -$ 11 6125 -$ -$ -$ -$ -$

-$ -$ -$ -$ -$ 11 6395 -$ -$ -$ -$ -$ 11 6399 -$ -$ -$ -$ -$

-$ -$ -$ -$ -$ 11 6645 -$ -$ -$ -$ -$

Fu nd in g S o urce

To ta l 6100

To ta l 6300

Review the information generated in Activity 8 through the use of the KMAA table. For all elements identified in the KEEP and/or MODIFY column and all other campus level strategies, practices and programs implemented at the school that support student achievement, but are not directly related to the identified goals, determine the funding sources and amount of funding required to keep them. Complete both forms, Strategies, Practices and Programs to Maintain/Sustain and Strategies, Practices and Programs to Modify. (Note: This section replaces the Standard Operating Procedures section of the ICAP.)


Strategies, Practices and Programs to Maintain/Sustain

Strategy, Practice or Program

Required Area

Special Needs

Population Target (s) Measure(s) Fund Source Cost

Accelerated Reader—purchase additional reading materials

RDG, ELA All

20% increase in the number of students reading at or above grade level

STAR Reading Level Gates-McGinitie

199xxxxxxx.6329.11 $7,000

Homework Assignment Folder

RDG, MAT, WRI, SCI, SST

All

Increase the percentage of students completing 90% of homework assignments from 63% to 80%.

Homework Logs 199xxxxxxx.6399.11 211xxxxxxx.6329.11 461xxxxxxx.6329.11

$1,500 $1,000 $1,000

Problem of the Day MAT All

20% increase in the number of students with 80% mastery of Objective 6

Benchmark Assessments TMDS Results TAKS

---- ------

Strategies, Practices and Programs to Modify

Strategy, Practice or Program Modification Required

Area

Special Needs

Population Target(s) Measure(s) Fund Source Cost

Math Investigations

Move teachers from the Trial phase to the adoption phase

MAT All 20% increase in the number of students passing the TAKS test

TDMS, Benchmark Assessments TAKS

211xxxxxxx.6239.11 $1,800

Differentiate the TEKS in all content areas

Incorporate curriculum compacting as a strategy

SNP GT

20% increase in the number of GT students reaching commended performance on 2 or more TAKS tests

Benchmark Assessments Student Portfolios

211xxxxxxx.6112.11 $1,200

Provide PSAT prep programs at all middle schools

Increase the time by 30 min/ wk PAP All 15% increase in the

average student score PSAT Practice Tests 211xxxxxxx.6399.11 $500

Deduct this amount from the total. The result will be the amount available for prioritized campus goals. Determine the fiscal resources needed for each goal and objective, based on the strategies and related activities identified. It is important to consider all aspects of resource allocation such as staff needed to carry out the plan, building space, cost for substitutes, professional development costs, etc. The allocation of State Compensatory funds must be documented in the Resources column in two ways. First, the number of Full-Time Employees (FTE’s) should be indicated. Secondly, the amount of funding allocated for any strategy or related activity must also be documented. The initials SCE can be used to indicate the source of funding. Additionally, other sources of funding that are being coordinated with the schoolwide program need to be documented by indicated the amount budgeted. These include, but are not limited to, State Gifted and Talented, Title I Part C—Migrant, Title II Part A—Teacher and Principal Training and Recruiting, Title III—ELL/Immigrant, Title IV Part A—Safe and Drug-free Schools and Communities, CATE—Career and Technology Education at the state and federal level, and ESL & Bilingual funding from the state.


Staffing

Instruction by highly qualified teachers. PL 107-110, Section 1114 (b)(1)(C) …each local educational agency receiving assistance under this part shall ensure that all teachers hired after such day and teaching in a program supported with funds under this part are highly qualified. PL 107-110, Section 1119 (a)(1) Each local educational agency receiving assistance under this part shall ensure that all paraprofessionals hired after the date of enactment of the No Child Left Behind Act of 2001 and working in a program supported with funds under this part shall have—

(A) Completed at least 2 years of study at an institution of higher education; (B) Obtained an associate’s (or higher) degree; or (C) Met a rigorous standard of quality and can demonstrate, through a formal

State or local academic assessment— (i) Knowledge of, and the ability to assist in instructing, reading, writing, and

mathematics; or (ii) Knowledge of, and ability to assist in instructing, reading readiness, writing

readiness, and mathematics readiness, as appropriate. PL 107-110, Section 1119 (c)(1)

…all paraprofessionals hired before the date of enactment of the No Child Left Behind Act of 2001,…shall, not later than 4 years after the date of enactment satisfy the requirements of subsection (c). PL 107-110, Section 1119 (d) …all paraprofessionals working in a program supported with funds under this part, regardless of the paraprofessionals’ hiring date, have earned a secondary school diploma or its recognized equivalent. PL 107-110, Section 1119 (f)

(2) RESPONSIBILITIES PARAPROFESSIONALS MAY BE ASSIGNED—A paraprofessional described in paragraph (1) may be assigned—

(A) to provide one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher;

(B) to assist with classroom management, such as organizing instructional and other materials;

(C) to provide assistance in a computer laboratory; (D) to conduct parental involvement activities; (E) to provide support in a library or media center (F) to act as a translator; or (G) to provide instructional services to students in accordance with paragraph

(3). PL 107-110, Section 1119(g) (2)


(3) ADDITIONAL LIMITATIONS-A paraprofessional described in paragraph (1)—

(A) may not provide any instructional service to a student unless the paraprofessional is working under the direct supervision of a teacher consistent with section 1119; PL 107-110, Section 1119(g) (3)

Identify the staff needed to implement the plan. TEC 11.253(d)(5)

Determining whether staffing is appropriate, whether there is a sufficient number of staff, and/or whether the use of current staff can be maximized to carry out the plan are all aspects of staffing to consider. Identifying the role of staff in implementing the Integrated Campus Action Plan is also a key element of the process. The No Child Left Behind Act, Public Law 107-110, has many implications for staffing a schoolwide program. By the end of the 2005-2006 school year, all teachers teaching in core academic subjects must be highly qualified. NCLB defines a highly qualified teacher as a teacher who has full state certification, a bachelor’s degree or higher and has demonstrated competency. For a new teacher at the elementary level, “competency” is demonstrated by passing a subject area test in reading, writing, and math. For a new teacher at the secondary level, “competency” is demonstrated by passing an academic subject test or coursework (college major or higher). For an existing teacher, at either the elementary or the secondary level, “competency” may be demonstrated by meeting the standards set for a new teacher or as defined by the state based on 7 criteria:

1. Set by the state for both grade appropriate academic subject matter knowledge and teaching skills;

2. Aligned with challenging state academic content and student academic achievement standards and developed in consultation with core content specialists, teachers, principals, and school administrators;

3. Provides objective, coherent information about the teacher’s attainment of core content knowledge in the academic subjects in which a teacher teaches;

4. Applied uniformly to all teachers in the same academic subject and the same grade level throughout the state;

5. Takes into consideration, but not be based primarily on, the time the teacher has been teaching in the academic subject;

6. Made available to the public upon request; and 7. May involve multiple, objective measures of teacher competency.

In addition to ensuring that highly qualified teachers provide instruction, it is important to determine how other staff will be involved in the process, their roles and the skills they may need. For example, the strategy identified may call for gathering additional data periodically. Who would be responsible for gathering, compiling and presenting the data? Will it involve more than one person? How much time will it take? Ensuring that all staff involved know and understand their roles in the plan will surely increase the efficiency of implementation.


Professional Development

(4) PROFESSIONAL DEVELOPMENT—Each school receiving funds under this part for any fiscal year shall devote sufficient resources to effectively carry out the activities described in subsection (b)(1)(D) in accordance with section 1119 for such fiscal year, except that a school may enter into a consortium with another school to carry out such activities. PL 107-110, Section 1114 (a)(4) In accordance with section 1119 and subsection (a)(4), high-quality and ongoing professional development for teachers, principals, and paraprofessionals, and if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s student academic achievement standards. PL 107-110, Section 1114 (d)(1)(D) The team has approved the portions of this plan addressing campus staff development needs. TEC 11.253(d)(7)(e) The staff development must be predominantly campus-based, related to achieving campus performance objectives established under Section 11.253. Campus staff development may include activities that enable the campus staff to plan together to enhance existing skills, to share effective strategies, to reflect on curricular and instructional issues, to analyze student achievement results, to reflect on means of increasing student achievement, to study research, to practice new methods, to identify students’ strengths and needs, to develop meaningful programs for student, to appropriately implement site-based decision-making, and to conduct action research. The campus staff development activities may be conducted using study teams, individual research, peer coaching, workshops, seminars, conferences, or other reasonable methods that have the potential to improve student achievement. TEC 21.451(b)

Integrating district planning, site-based decision making and the development of campus improvement plans are requisites of Senate Bill 1. Since the purpose of aligning these efforts is improved student performance throughout the public schools of Texas, an important component of this process is the establishment of professional development initiatives. Likewise, it is also a required component of a Schoolwide Plan under Title I. All professional development activities must be aligned with the district vision, the campus mission and related to priorities and goals identified in the Integrated Campus Action Plan.


Involving staff in the planning, implementing and assessing of a professional development plan fosters a sense of collective commitment to campus priorities. To increase the effectiveness of professional development, staff members need the opportunity to determine how they want to learn and then the time to process and make sense of what they’re learning with other staff. Student achievement is impacted most when staff work together and collectively examine professional practices. The most effective staff development are job embedded strategies such as action research, curriculum development, examining student work, observing model lessons, shadowing students and/or lead teachers, study groups and immersion.

Critical Questions to Consider When Planning Professional Development

1. What skills are needed to implement the action plan? 2. Is staff knowledgeable and/or appropriately trained to use the selected reform strategies? 3. Does the professional development plan provide opportunities to utilize and build upon the strengths and

talents of school personnel? 4. Are all staff members actively involved in planning, implementing, and assessing professional

development? 5. Are professional development plans sufficiently intensive, sustained, practical, and powerful enough to

assist the school in making substantial progress in student performance objectives? 6. Does the professional development plan respond to the needs identified in the comprehensive needs

assessment and support the implementation of the school reform strategies? 7. Does the professional development plan address the various levels of need—awareness, implementation,

proficiency, mastery? 8. Does the professional development plan incorporate a variety of methods? 9. Does the professional development plan incorporate job-embedded strategies? 10. What measures will be used to determine that staff development has impacted student achievement? 11. Does the professional development plan reflect teaching and learning best practice research? 12. Does the professional development plan include follow up and support needed to impact lasting change on

the campus? 13. Will the professional development plan enhance the expectations of staff for improved academic

performance for every student? 14. Who will participate in professional development activities? 15. How will professional development be monitored? 16. How will the professional development plan be funded? Are resources being combined?


Activity #10— Identifying and Selecting Professional Development Opportunities

Purpose: To gather staff input to develop a professional development plan.

Audience: All campus employees. (parents/guardians of students—optional)

Suggested Timeframe: 1-2 hours (include a break to compile information)

Procedure:

1. Share information regarding the strategies and related activities for each goal and objective included in the Integrated Campus Action Plan.

2. Identify the key components of each strategy or activity. 3. Give each participant a copy of the Professional Development Planning Matrix (Appendix

B). 4. Participants are to check all that apply. 5. Gather the information and present to staff. 6. Use the information to determine which professional development opportunities to include in

the professional development plan either by identifying the ones most commonly selected or by voting using self-stick dots.

High-Quality Professional Development… • Focuses on teachers as central to student learning, yet includes other members of the school

community. • Focuses on individual, collegial, and organizational improvement. • Respects and nurtures the intellectual and leadership capacity of teachers, principals, and others in the

school community • Reflects the best available research and practice in teaching, learning and leadership. • Enables teachers to develop further expertise in subject content, teaching strategies, uses of

technologies, and other essential elements in teaching to high standards. • Promotes continuous inquiry and improvement embedded in the daily life of schools. • Is planned collaboratively by those who will participate in and facilitate that development. • Requires substantial time and other resources. • Is driven by a coherent long-term goal. • Is evaluated ultimately on the basis of its impact on teacher effectiveness and student learning, and

this assessment guides subsequent professional development efforts. U.S. Department of Education’s Principles for High-quality Professional Development Award Criteria, 1996.


Professional Growth Options (Check all that apply) Name:

I wan

t to

know

mor

e ab

out…

I am

will

ing

to sh

are

expe

rtis

e…

Level of Need A-Awareness I-Implementation P-Proficiency M-Mastery

Cam

pus L

evel

Wor

ksho

p

Dis

trict

Lev

el T

rain

ing

Sem

inar

Act

ion

Res

earc

h

Stud

y Te

am/G

roup

s

Peer

Coa

chin

g

Obs

erve

/Men

tor

Cur

ricul

um D

evel

opm

ent

Exam

inin

g St

uden

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Vie

w/D

iscu

ss E

duca

tiona

l V

ideo

s Pa

rtici

pate

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pro

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iona

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twor

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Indi

vidu

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esea

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Oth

er (P

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ecify

)

Integrating Technology

Curriculum Mapping

Thinking Maps

Developing Rubrics

Instructional Strategies

Lesson Study

Looking at Student Work

Once the ICAP Leadership Team has had the opportunity to review the information gathered, it must determine the resources needed to accomplish the plan, a schedule of implementation, and a system to monitor the progress based on student achievement. The Professional Development Plan must be approved by the Campus Educational Improvement Committee (CEIC) and receive final approval from the Executive Director of Curriculum, Instruction and Assessment.


Implement The process of creating an Integrated Campus Action Plan does not guarantee it will be implemented. Implementing an Integrated Campus Action Plan implies that something is going to change in order to impact student achievement, whether it be curriculum and learning, delivery of instruction, assessment and/or school factors. Nonetheless, something is going to change, perhaps at the district level, definitely at the campus, but most importantly with individuals involved in the implementation process. Understanding the change process is crucial to successful implementation efforts. One result of extensive study of the change process is the Concerns-Based Adoption Model (CBAM). CBAM is based on the following assumptions:

1. Change is a process, not an event. Therefore, it requires time to show results. 2. Change is a highly personal experience and its success depends on the appropriateness of timing

location, and relevancy. 3. Change involves predictable reactions and, consequently, can be planned. 4. Improvements or innovations can be of varying degrees of “newness” and length. 5. To change something, someone has to change first.

Understanding that individuals respond to change differently is key to the change process. CBAM research indicates that people move through psychological phases when deciding whether or not to involve themselves in any innovation.

Psychological Phases Impacting Involvement in Innovations/Improvement

Awareness Interest Appraisal Trial Adoption Gaining

information and insight into the

need for improvement or

change

Developing a curiosity about how the “new”

change works and what its benefits

may be to the individual

Mentally evaluating the pros

and cons of the innovation for

one’s own situation. The individual is

concerned about how it affects

him/her and how it would work.

Trying out the new strategies on a small scale and

determining how to manage the

changes

Deciding to make continued use of the new practice.

Successful implementation of an Integrated Campus Action Plan will require a high degree of collaboration and trust. Through collaboration, campuses can successfully implement and institutionalize their plans in order to realize the benefits of increased student achievement, as well as increased effectiveness within the campus. To accomplish this, four things need to happen.


1. Participants in the change process must see a need for change. By participating in the collaborative comprehensive needs assessment process, each individual has been directly involved in identifying campus needs.

2. Participants need to gain consensus regarding the strategies to be used to bring about change.

Each individual needs to understand their role in the implementation process, the effort their role will require and what outcomes can be expected as a result. By participating in the KMAA activity, participants have been involved in determining which strategies to KEEP, which strategies to Modify, which strategies to ABANDON, and which strategies to ADD. Key to this process is determining which strategies to ABANDON. Participants need to know that this is not just one more thing to add to their plates, which in many cases they perceive is already over loaded. Instead, it is okay to take something off of those plates to make room for the new. Participants will need more time to learn, plan and act together in order to “own” the change.

3. A process for facilitating and adapting the strategies chosen at the campus needs to be

established. Each individual must be aware of the specific strategies and related activities to be implemented, as well as the timeline for successful implementation. This process should incorporate strategies for moving teachers through the psychological phases of implementation and be responsive to the feelings, concerns, motivations and frustrations that come with implementing changes.

4. In addition to evaluating the impact of the change strategies and related activities, it is important

to evaluate the process of change. Involving participants in the evaluation and revision of the plan, will more likely lead to institutionalization of the plan.

Successful implementation of the Integrated Campus Action Plan also depends on the culture of a campus. For a school improvement to have a lasting effect, the following cultural norms must be fostered and strengthened:

• Collegiality • Openness to experimentation • High expectations • Trust or confidence • Tangible support • Expanding knowledge base of teaching and learning • Appreciation and recognition • Caring, celebration and humor • Involvement in decision making • Protection of important matters • Maintenance of traditions • Honest, open communication

Strong school cultures can improve educational productivity because all stakeholders know what is expected and understand their roles in campus efforts and a strong school culture impacts the appearance of a campus, as much as results, in that it is a campus that stands for something special. Remember, implementation involves everyone working together to achieve a common goal and time to do so.


Monitor Effectively using the data to prevent problems before they occur is far better than using the data to detect problems after they occur. The routine review of key data in making decisions helps “management by fact” be a reality. In the Goals and Objectives phase and the Plan for Action phase of the Integrated Campus Action Plan Process, indicators and measures of student success were identified and included in formative assessment measures and check points were established. The process of monitoring involves periodically assessing strategies and activities in respect to the measures established. It also involves “testing the temperature” of implementation efforts by monitoring other aspects of the implementation process such as the levels of implementation and the extent of implementation and their impact on the quality of instruction and success for all students. The person responsible for monitoring progress will need to gather quantitative evidence to support effectiveness. The monitoring process should also include progress towards meeting Adequate Yearly Progress standards. To meet AYP, all students and each student group (African American, Hispanic, white, economically disadvantaged, special education, and limited English proficient) meeting minimum size requirements must meet:

1. the performance standard for percent proficient (the AYP target) or performance gains criteria separately for reading/language arts and mathematics, and

2. the standard for participation in the assessment program separately for reading/language arts and mathematics.

Additionally, the campus must meet the standard for the appropriate additional indicator—either graduation rate or attendance rate—at the all students level.

AYP Targets 2004-05,

2005-06 and 2006-07

2007-08, 2008-09 and

2009-10 2010-2011 2011-12 2012-13 2013-14

Reading/English Language Arts 55.7% 64.5% 73.4% 82.3% 91.1% 100%

Mathematics 44.5% 55.6% 66.7% 77.8% 88.9% 100%

To meet the AYP participation requirements, at least 95% of all students and all student groups in grades 3-8 and 10, summed across grades by subject for reading/language arts and mathematics, that are enrolled on the day of testing must test on a state-administered test or state-approved locally administered test. Progress Reports Evidence of progress towards achieving goals can be organized and compiled in a chart. It should involve all staff in a process of reviewing data, asking questions based on the data that determine what is being learned about students, instructional strategies being implemented and professional practice and using data to answer those questions, moving towards a cycle of continuous improvement.


Formative Assessment of ICAP Strategies

Strategy: Person(s) Responsible:

Is it happening? How do we know? How well? (data collection)

Are we on target? What needs to

change?

If changes are necessary, what

are some options?

This information is to be summarized in the Progress Report column of the Integrated Campus Action Plan, reviewed by the Campus Educational Improvement Committee, presented to all stakeholders and submitted to the Executive Director of Curriculum, Instruction and Assessment on or before the specified date.

2005-2006 Progress Report Schedule (All campuses)

January 20, 2006


Evaluate Evaluation is both the final step of the Integrated Campus Action Plan Process and a starting point for planning future projects, since the results of the evaluation may be used to note accomplishments and to define and initiate areas of change for the coming year. An evaluation of the Integrated Campus Action plan can be Goals-Based, Process-Based, and/or Outcomes-Based.

• Goals-Based Evaluations—Measure the extent to which programs met the established goals and objectives.

• Process-Based Evaluations—Focused on how a program really works, it strengths and areas of need.

• Outcomes-Based Evaluations—Measure the benefits for students/teachers/parents as a result of participation in the given program. (increased achievement on performance indicators for all students and subgroups of students, increases in other AEIS indicators, etc.)

The evaluation of the Integrated Campus Action Plan should be linked to the district vision, campus mission and the goals and objectives identified. It involves comparing where the school was to the current reality to determine if the overall program was successful. The ICAP Leadership Team should work together to determine the changes that have occurred in students, staff and the program, lessons learned, the objectives achieved and any unintended consequences. As with the formative assessment, multiple sources of data should be used to determine program success. This information is to be summarized in the Evaluation column of the Integrated Campus Action Plan, reviewed by the Campus Educational Improvement Committee, presented to all stakeholders and submitted to the Executive Director of Curriculum, Instruction and Assessment on or before the specified date.

2004-2005 Integrated Campus Action Plan Final Evaluation Due Date

(All campuses)

June 16, 2006


Bibliography Channing L. Bete Co. (1997). About School-Parent Compacts. South Deerfield, MA: Channing L. Bete Co., Inc. Conzemius, A. and O’Neill, J. (2002). The Handbook for SMART School Teams. Bloomington, IN: National Educational Service. Conzemius, A., O’Neill, J. and Abplanalp, S. (2003). “Processes and Tools for Building a Shared Responsibility Resulting in Improved Student Learning”. New Orleans, LA: NSDC 35th Annual Conference. Darnell, B. (2003). “Using Data to Ignite and Invite Student High Performance”. New Orleans, LA: NSDC 35th Annual Conference. Lezotte, L.W. and Jacoby, B.C. (1990). A Guide to the School Improvement Process based on Effective Schools Research. Okemos, MI: Effective Schools Products, Ltd. Maryland State Department of Education. (1997). School Improvement in Maryland. Baltimore, MD: Author. Available online at http://mdk12.org/index.html. Marzano, R. J. (2003).What Works in Schools Translating Research Into Action. Alexandria, VA: ASCD. Texas Education Agency. (2003). District and Campus Planning and Decision Making Resource Guide. Austin, TX: Author. Available online at www.tea.state.tx.us/accountability/dev_sup/index.html. Texas Education Agency. (2002). Policy Guidance for No Child Left Behind Public Law 107-110. Austin, TX: Author. Available online at www.tea.state.tx.us/nclb. Texas School Support Coordinators. (2002). Framework for Schoolwide Planning: A Continuum for Schoolwide Planning and Development. Austin, TX: Author. The STAR Center at the Charles A. Dana Center. (1997). Toolkit for Assessing and Revising the Integrated Campus Improvement and Title I Schoolwide. Austin, TX: Author. The STAR Center at the Charles A. Dana Center. (2003). Resource Allocation Planning Process: A Guide to the Effective Use of Supplemental Funds. Austin,TX: Author. U.S. Department of Education. (1998). Implementing Schoolwide Programs An Idea Book on Planning. Washington, D.C.: Author. Available online at http://www.ed.gov/pubs/Idea_Planning/index.html. Zemelman, S., Daniels, H., and Hyde, A. (1998). Best Practice New Standards for Teaching and Learning in America’s Schools. Portsmouth, NH: Heinemann.


Appendix A—Establishing Focus Federal, State and Local Program Drivers


United States Department of Education Performance Goals and Performance Indicators—No Child Left Behind Act, Public Law 107-110

The following is a list of the performance goals and performance indicators as required by the USDE in the submittal of the consolidated state application for funds under NCLB: Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

1.1 Performance indicator: The percentage of students, in the aggregate and for each subgroup,

who are at or above the proficient level in reading on the State’s assessment. (Note: These subgroups are those for which the ESEA requires state reporting as identified in section 1111(h)(1)(C)(i) and include students disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged.)

1.2 Performance indicator: The percentage of students in the aggregate and in each subgroup,

who are at or above the proficient level in mathematics on the State’s assessment. (Note: These subgroups are those for which the ESEA requires state reporting as identified in section 1111(h)(1)(C)(i) and include students disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged.)

1.3 Performance indicator: The percentage of Title I, Part A schools that make adequate yearly

progress.

Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

2.1 Performance indicator: The percentage of limited English proficient students, determined by cohort, who have attained English proficiency by the end of the school year.

2.2 Performance indicator: The percentage of limited English proficient students who are at or

above the proficient level in reading/language arts on the State’s assessment, as reported for performance indicator 1.1.

2.3 Performance indicator: The percentage of limited English proficient students who are at or

above the proficient level in mathematics on the State’s assessment, as reported for performance indicator 1.2.

Performance Goal 3: By 2005-2006, all students will be taught by highly qualified teachers.


3.1 Performance indicator: The percentage of classes being taught by “highly qualified” teachers

(as the term is defined in section 9101(23) of the ESEA), in the aggregate and in “high-poverty” schools (as the term is defined in section 1111(h)(1)(C)(viii) of the ESEA).

3.2 Performance indicator: The percentage of teachers receiving high-quality professional

development [as the term “professional development” is defined in section 9101 (34)]. 3.3 Performance indicator: The percentage of paraprofessionals (excluding those whose sole

duties are translators and parental involvement assistants) who are qualified. [See criteria in section 1119(c) and (d).]

Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

4.1 Performance indicator: The number of persistently dangerous schools, as defined by the State.

Performance Goal 5: All students will graduate from high school.

5.1 Performance indicator: The percentage of students who graduate from high school with a regular diploma—

— disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged;

— calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data.

5.2 Performance indicator: The percentage of students who drop out of school—

— disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged;

— calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data.


Mission, Goals, and Objectives for Texas Public Education

Mission of Texas Public Education [Texas Education Code, §4.001(a)]

The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their potential and fully participate now and in the future in the social, economic, and educational opportunities of our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family and that parental involvement in the school is essential for the maximum educational achievement of a child.

Public Education Academic Goals [Texas Education Code, §4.002]

To serve as a foundation for a well-balanced and appropriate education:

GOAL 1: The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language.

GOAL 2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics.

GOAL 3: The students in the public education system will demonstrate exemplary performance in the understanding of science.

GOAL 4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

Public Education Career and Technology Education Goals [Texas Education Code, §29.181]

Each public school student shall master the basic skills and knowledge necessary for:

(1) managing the dual roles of family member and wage earner; and

(2) gaining entry-level employment in a high-skill, high-wage job or continuing the student's education at the postsecondary level.


Public Education Objectives [Texas Education Code, §4.001(b)]

The objectives of public education are:

OBJECTIVE 1: Parents will be full partners with educators in the education of their children.

OBJECTIVE 2: Students will be encouraged and challenged to meet their full educational potential.

OBJECTIVE 3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.

OBJECTIVE 4: A well-balanced and appropriate curriculum will be provided to all students.

OBJECTIVE 5: Qualified and highly effective personnel will be recruited, developed, and retained.

OBJECTIVE 6: The state's students will demonstrate exemplary performance in comparison to national and international standards.

OBJECTIVE 7: School campuses will maintain a safe and disciplined environment conducive to student learning.

OBJECTIVE 8: Educators will keep abreast of the development of creative and innovative techniques in instruction and administration using those techniques as appropriate to improve student learning.

OBJECTIVE 9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and administration.



Vision All students who enroll in our schools will graduate from high school, fluent in two or more languages, prepared and inspired to continue their education in a four year college, university or institution of higher education so that they become successful citizens in their community. Core Beliefs

• The District will always strive to put the needs of children above the wants of adults. • The District will provide a comprehensive curriculum driven by effective research based

practices that results in high levels of academic performance and achievement. • The District will provide a safe, secure, nurturing learning and work environment that enhances

the social and academic growth of all students and employees. • The District will establish and maintain a system of internal administrative and accounting

controls which inspires confidence in District management. • The District will provide a system that provides consistent, across the District, student

opportunities that will enhance academic achievement and social development. • The District will only adopt programs that have measurable results. • The District recognizes that participation in extracurricular activities produces well-rounded

students and will encourage such participation.

Goals

• Become a TEA Rated Exemplary school district • Every 8th grader will have a career plan that includes education or training in life/career skills, to

be updated annually and to include the following: 1. Plan to take advantage of the opportunity to earn college-level credits. 2. Career skills 3. Community service

• Form partnerships with local businesses, government entities, the military community, institution of higher education, and other districts to share resources and knowledge to achieve our vision statement

• Every student will be encouraged to participate in community service as a part of the YISD learning experience

• Every graduate will be fluent in English and one or more other language • The District will provide a web-based, individualized, instructional program for all interested

students • The District will increase:

A. Daily Attendance Rate B. Graduation Rate C. SAT Scores


Appendix B—Activity Sheets


Sharing the Vision—Glossary of Terms

Key Word or Phrase To me, it means that…

Ysleta Independent School District Vision Statement

All students who enroll in our schools will graduate from high school, fluent in two or more languages, prepared and inspired to continue their

education in a four year college, university, or institution of higher education so that they become successful citizens in their community.


From my perspective,

Key word or phrase:

Looks Like Sounds Like Feels Like

Stud

ent

Pare

nt

Tea

cher

Adm

inis

trat

or

Vis

itor

to

Cam

pus


Linking Measures of Success to the Mission Statement

Key word or phrase:

Measure of Success Level of Expectation


Goal: Objective:

KEEP MODIFY ABANDON ADD


Name: Professional Growth Options (Check all that apply)

Topic/Content of Professional Development

I wan

t to

know

mor

e ab

out…

I am

will

ing

to sh

are

expe

rtis

e…

Level of Need

A-Awareness I-Implementation P-Proficiency M-Mastery

Cam

pus L

evel

Wor

ksho

p

Dis

trict

Lev

el T

rain

ing

Sem

inar

Act

ion

Res

earc

h

Stud

y Te

am/G

roup

s

Peer

Coa

chin

g

Obs

erve

/Men

tor

Cur

ricul

um D

evel

opm

ent

Exam

inin

g St

uden

t Wor

k

Vie

w/D

iscu

ss E

duca

tiona

l Vid

eos

Parti

cipa

te in

a p

rofe

ssio

nal

netw

ork

Indi

vidu

al R

esea

rch

Oth

er (P

leas

e Sp

ecify

)


Appendix C—Needs Assessment Resources


Assessing the Level of Implementation of the Components of a Schoolwide Program

(Adapted from The Texas School Support Coordinators’ Framework for Schoolwide

Planning: A Continuum for Schoolwide Planning and Development) The following tables may be used to assess the levels of implementation of the components of a schoolwide program. Descriptions of the attributes and levels of each of the components follow these tables.

Iden

tific

atio

n of

cam

pus c

omm

unity

m

embe

rs

Und

erst

and

the

role

s of t

he c

ampu

s co

mm

unity

mem

bers

Prov

isio

n of

a st

ruct

ure

Impl

emen

tatio

n of

pro

cedu

res t

o in

volv

e al

l le

vels

of t

he c

ampu

s com

mun

ity

Dev

elop

men

t of p

roce

dure

s to

dete

rmin

e ef

fect

iven

ess

Invo

lvem

ent o

f sta

keho

lder

s

Com

mon

vis

ion

Col

labo

ratio

n

Are

a of

Inve

stig

atio

n

Nee

ds A

sses

smen

t

Use

of D

ata

Wri

ting

the

Plan

Plan

in a

ctio

n

Eva

luat

ion

Prov

ide

oppo

rtun

ities

for

all s

tude

nts

Use

scie

ntifi

cally

res

earc

h ba

sed

stra

tegi

es to

im

prov

e ac

hiev

emen

t

Use

eff

ectiv

e in

stru

ctio

nal s

trat

egie

s

Add

ress

the

need

s of a

ll ch

ildre

n

Qua

lific

atio

ns

Supe

rvis

ion

Tra

inin

g

Planning Conduct a comprehensive needs assessment Scientifically research based strategies

Instruction by highly qualified teachers

Old System

Awareness

Exploring

Transitioning

Emerging

New System


Proc

ess f

or id

entif

icat

ion

of n

eeds

Cam

pus p

lann

ing

Impl

emen

ting

prof

essi

onal

dev

elop

men

t

Inte

grat

ing

prog

ram

s

Tim

e fr

ame

Res

ults

of p

rofe

ssio

nal d

evel

opm

ent

eval

uatio

n

Rec

ruiti

ng h

ighl

y qu

alifi

ed te

ache

rs

Ret

aini

ng h

ighl

y qu

alifi

ed te

ache

rs

Bui

ldin

g th

e ca

paci

ty o

f par

ents

Shar

ed r

espo

nsib

ility

for

stud

ent

achi

evem

ent

Syst

emat

ic c

omm

unic

atio

n

Acc

essi

bilit

y

Col

labo

ratio

n/C

omm

unic

atio

n

Inst

ruct

iona

l/alig

nmen

t

Org

aniz

atio

nal s

truc

ture

of t

he sc

hool

Stud

ent a

sses

smen

t

Prog

ram

ass

essm

ent

Cur

ricu

lum

ass

essm

ent

Com

mun

icat

ing

resu

lts to

the

scho

ol

com

mun

ity

Mas

tery

Invo

lvem

ent o

f sta

keho

lder

s

Are

as o

f inv

estig

atio

n

Use

of d

ata

Fund

ing

sour

ces:

fede

ral,

stat

e, lo

cal

Professional development Highly

qualified Teachers

Parental involvement Smooth transition

Including teachers in decisions regarding use of assessments

Plan for ALL students to meet state achievement

standards

Funding

Old System

Awareness

Exploring

Transitioning

Emerging

New System


Involve all levels of the campus community in the decision-making process TEC Section 11251(b)

Identification of campus community members in the decision-making process

Understand the roles of the campus community members in the decision-making process

Mai

nten

ance

of

Old

Sys

tem

• Principal only makes decisions. • Principal is aware of integrated district/campus improvement

planning requirements.

• No conscious decision is made to define roles. • SBDM training is not offered to members. • The principal attends SBDM training. • Principal directs and controls the SBDM Committee and any

decisions/recommendations.

Aw

aren

ess

• Election of campus staff to participate in SBDM. • Parents are selected to join committees and participate in

making decisions.

• Compliance with policy for instituting SBDM committee is achieved. • Strict interpretation of state policy is used in discussing the SBDM

committee. • Principal provides overview of SBDM requirements and composition of

new SBDM team.

Exp

lori

ng

• Principal and teachers begin to explore potential community members to be involved in decisions.

• Select group of parents is perceived by principal and teachers as influential and is willing to act as a voice for the principal and teachers.

• SBDM Committee solicits parental membership and representatives from the community “at large”.

• A conscious decision is made to define the roles of the committee and the parameters within which the committee functions (advise, recommend, act).

• Principal and SBDM committee recognize their roles and responsibilities in the areas of planning, budgeting, curriculum, staffing patterns, staff development and school organization.

• SBDM Committee participates in annual update training.

Tra

nsiti

onin

g

• Selected students are invited to participate in meetings. • Parents that represent various ethnic groups and economic

levels are asked to participate in decision-making. • SBDM Team seeks community-based participation .

• Volunteers from the community “at large” are asked to join the committee.

• SBDM committee is formed from representative groups and begins making decisions.

• Principal and SBDM committee jointly receive training on the roles responsibilities and levels of involvement (parameters) for planning, budgeting, curriculum, staffing patterns, staff development and school organization.

Em

ergi

ng N

ew

Syst

em

• Committee includes community members that represent business/industry, higher education, social/service organizations, and feeder campuses.

• The new committee expects that the new members will serve in an advisory capacity to the school.

• The student member represents the student body.

• SBDM committee recognizes the need to obtain information and recommendations from multiple committees/sources.

• Each campus recognizes its roles, responsibilities, and levels of involvement (parameters) in planning, budgeting, curriculum, staffing patterns, staff development and school organization.

• SBDM Committee is responsible for recommending and forming task force groups to assist with decisions.

Pred

omin

ance

of

the

New

Sys

tem

• Students select representative(s) to participate on the committee. • Equal representation of socio economic and ethnic groups is

required committee members are expected to fully participate in making decisions.

• Focus of the committee is for the entire community and not only the “good” of the school.

• Time is allocated by members of the community to participate fully in the decision-making process.

• SBDM committee defines its roles and functions. • SBDM members are empowered to make consensus-based decisions. • SBDM committee conducts training for the campus community. • A total collaborative approach is utilized including all stakeholders from

various campus teams. • Campus SBDM Committee collaborates with district SBDM Committee.


Involve all levels of the campus community in the decision-making process TEC Section 11251(b)

Provision of a structure for the decision-making process Implementation of procedures to involve all levels of the campus community in the decision-making process (i.e., parental

involvement policy, school-parent compact, LPAC committee, ARDs, and program reviews)

Mai

nten

ance

of

Old

Sys

tem

• No structure is defined. • Decisions are made utilizing haphazard methods, frequently on an “ad

hoc” basis. • Decisions made are not communicated to the campus community.

• No procedure is defined for the campus community to be involved in making decisions, and the need may not be recognized.

• Parents are informed in writing of meetings. • Information is distributed to the families in English even though

some families may not read English. • Campus meetings are not well attended. There is lack of

representation from the total school population.

Aw

aren

ess

• A group of teachers is convened at times to make some decisions. • Select group provides input for principal to make decisions. • Principal recognizes that the committee may need to give input

regarding some decisions. • District policy and procedures for decision-making are defined. • Decisions are communicated to select groups. • SBDM committee is required to have principal’s approval prior to

gathering any information or data.

• Campus personnel recognize that part of the population is being ignored.

• Campus personnel recognize that a small select group of parents and teachers control the content of meetings.

Exp

lori

ng

• A decision-making group is formed according to SBDM policy. • SBDM committee recognized the need to gather data, information,

ideas, and opinions from a variety of sources. • SBDM committee uses data to verify pre-selected or preconceived needs

of the campus. • SBDM committee recognizes the need for training in all facets of the

SBDM process. • SBDM committee understands its responsibilities as defined by the

district’s policies and procedures. • SBDM committee recognizes the need for a two-way communication

system . • SBDM committee recognizes the need for training in consensus-building

strategies for the group.

• Campus personnel recognize the need to communicate with parents in more than one language and medium regarding school/community events.

• Campus personnel recognize the need to involve parents and teachers in planning meetings.

Tra

nsiti

onin

g

• SBDM committee recognizes the need to correlate the various task forces or subcommittees according to function and purpose.

• SBDM committee initiates the collection of data or information. Principal’s approval is required.

• Data is collected and given to various groups to make recommendations; however, the group makes only “majority rule” decisions.

• SBDM committee is trained in consensus-building strategies. • Campus community designs a two-way communication system.

• Campus begins to use technology and other communication devices to involve/inform its clientele.

• Campus committees recognize the value of parents and community members.

• Alternative and creative methods are implemented to reach out and bring the community into the school (i.e., family picnics and festivals, mentor parents for new families, multilingual presentations at school functions).

• Campus community members know the procedures followed by the school in obtaining and disseminating information.

Em

ergi

ng N

ew

Syst

em

• SBDM committee and task force groups are empowered to gather, analyze and prioritize data, plus make decisions within their parameters.

• SBDM committee uses recommendations to make decisions (The majorities acknowledge the rights of the minority with some consideration given to the needs and requests of the minority).

• Equity of group membership is becoming important to the composition of the SBDM Committee.

• A two-way communication system is implemented. • SBDM Committee utilizes consensus-building strategies.

• SBDM committee, task groups, and other campus committees begin to plan activities and functions that utilize a variety of innovative methods and communication devices to involve/inform the entire school population.

• Campus community members follow procedures for obtaining and disseminating information.

Pred

omin

ance

of t

he

New

Sys

tem

• The campus community is empowered to make decisions by its involvement in the SBDM committee or one of the other subcommittees or task groups.

• The campus community attends on-going training in decision-making and consensus building.

• A two-way communication system between SBDM and campus community is operational.

• Appropriate decisions are consensus driven. • SBDM committee and the campus committee collaboratively make

decisions.

• All campus community functions are planned by the various committees utilizing alternative and creative methods to involve all aspects of the population.

• All campus functions are scheduled at flexible times to maximize involvement.

• Campus personnel recognize that the school does not have all the answers for every problem that affects its clientele.

• Public recognition is given for parent/community participation and contributions.


Involve all levels of the campus community in the decision-making

process TEC Section 11251(b) Development of procedures to determine the effectiveness of the campus

community in the decision-making process

Mai

nten

ance

of

Old

Sys

tem

• Meetings are called by the principal or select committee members on an ad-hoc basis.

• No notification of meetings is given to the community-at-large. • Minimal advance notification of meetings is given to parents.

Aw

aren

ess

• Principal and select committee members schedule meetings on an irregular basis.

• Information about meetings is given to parents and teachers by word of mouth on in a newsletter.

• Some input is solicited from select group of people regarding agenda items.

Exp

lori

ng

• Campus secretary provides new families with PTA/PTO information and urges them to call respective people for details.

• Principal and select committee members discuss other organizations that should be invited to meetings.

• Principal and select committee members ask for informal feedback regarding meetings and agenda.

• Principal and select committee members utilize surveys. • Surveys used may/may not be effective data-gathering tools.

Tra

nsiti

onin

g

• New families are contacted, informed and invited to meetings. • Community members are notified that the school is having a meeting. • Community members attend meetings with no expectation from anyone to

participate. • Evaluative information is requested from participants; however, no analysis

is conducted. • Groups formed for the purpose of decision-making begin to represent grade

levels, departments, content areas, etc. • Campus committees recognize the need to customize surveys to gather data

focused on campus needs.

Em

ergi

ng N

ew

Syst

em

• Campus and PTA/PTO work together to provide methods for new families to be contacted, informed, invited and brought to the meetings.

• Evaluative information is requested with results acted upon and incorporated into future agendas.

• Campus committees design and utilize customized surveys. • Campus considers additional means of evaluation.

Pred

omin

ance

of t

he N

ew S

yste

m

• Campus committees and task force groups meet on a regular basis at flexible times.

• Meetings are publicized in advance with notification using innovative communicative devices and multilingual approaches to reflect the population.

• Input for the agenda is actively solicited prior to meetings. • Meeting agenda is distributed at least one week in advance. • Committees and task force groups continue to function effectively when the

campus or group leadership changes. • Meetings include representatives from all identified campus/community

decision-makers. • Campus community members use reflection to self-correct at various points

in the meeting. • Evaluative information is used for designing structure and to process future

meetings. • Evaluation of the decision-making process is conducted and acted upon. • Multiple sources for evaluation and results are disaggregated and used for

effective decision-making.


Conduct a comprehensive needs assessment in order to design and implement a successful campus plan

Involvement of stakeholders Common Vision Collaboration

Mai

nten

ance

of

Old

Sys

tem

• Principal presents AEIS Report Card at required meeting.

• The campus plan is not connected to a vision. • Isolated, individual faculty efforts occur

throughout the campus. • Vision statement may or may not exist.

• Top-down or limited collaboration determines campus plan content.

• There is little or no collaboration.

• Principal writes the plan without collaboration.

Aw

aren

ess

• Principal shares AEIS Report Card data with staff and public.

• The need for coordination of efforts in addressing improved student performance is recognized.

• District vision statement is written and posted.

• The potential power of collaboration (synergy) is recognized.

• Principal collaborates with others occasionally.

• Separate program plans are scattered throughout the campus or combined into one notebook.

Exp

lori

ng

• Principal and SBDM team collaborate on data and generate limited staff surveys.

• Dialogue groups are initiated. • Open communication about student

performance exists.

• Groups study student performance issues.

• Team building efforts are initiated.

• Parents and community are minimally involved.

Tra

nsiti

onin

g

• Principal and SBDM team share AEIS Report card data with instructional staff.

• Teachers, students, staff, and randomly selected parents/community members are surveyed.

• SBDM team is trained on needs assessment process.

• Stakeholders establish common beliefs about student performance.

• A campus vision is written, articulated and supported by all stakeholders.

• Vision is long-range and is inclusive of all other programs.

• Stakeholder input is invited and accepted.

• Stakeholders are active, contributing team members.

Em

ergi

ng N

ew

Syst

em

• Total campus community is involved in needs assessment (staff, support staff, parents, business partners, community members, supporting agencies, students-if applicable).

• Teams create surveys and collect data from multiple sources.

• Written plan reflects belief and vision for student performance.

• All decisions are focused on accomplishing the vision.

• Campus improvement plans are collaboratively developed.

• Stakeholders are empowered. • Plan reinforces the value of

diversity.

Pred

omin

ance

of t

he N

ew

Syst

em

• Data is collected from all the campus community and anyone with an interest/investment in the students and/or the future of the community.

• The team studies research, develops/administers surveys, collects and analyzes data from multiple sources.

• All stakeholders share a common vision that results in improved student mastery.

• Vision is evidenced in long-range plans. • Total community takes responsibility for

accomplishing the vision.

• A collaborative, integrated approach is utilized to improve student achievement.

• School issues become a part of community planning and decision-making evidenced by: o Community task forces o Economic development

plan o Chamber of Commerce



Areas of Investigation o Students o Staff o Parent/Community o Facility o Climate

Needs Assessment Use of Data

Mai

nten

ance

of

Old

Sys

tem

• Academic Excellence Indicator System (AEIS Report Card) data is collected.

• State assessment data is collected.

• Needs are determined in a top-down fashion.

• State Assessment is the main instrument used.

• A public meeting is the main communication of school achievement data.

Aw

aren

ess

• Staff issues are identified as priority. • AEIS Report Card, State Assessment, and

other data on students are collected. • Staff is surveyed.

• The gap that exists between student performance and the desired outcome becomes apparent.

• State Assessment disaggregated data is utilized to determine needs.

• Staff recognizes the need for staff development due to identified needs.

Exp

lori

ng

• Data on student achievement is collected and analyzed (State assessment, AEIS).

• Parent surveys are designed and data collected/analyzed.

• Needs are identified through stakeholder surveys developed by stakeholders.

• Disaggregation of data is on-going. • Additional sources of information are

examined.

• Data is used to generate activities in campus plan to cover greatest need on State Assessment.

• Data is used to schedule staff development requested by staff.

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• Data on students, staff, parents, and community is collected and analyzed for needs.

• Successful practices/programs are investigated.

• Campus needs are discussed and prioritized based on a common understanding of the analyzed data and needs of all students.

• Multiple sources of information are used. • Longitudinal studies are developed.

• Date is used to determine staff development needs.

• Data is used to support campus planning. • Data is used to develop involvement

opportunities for parents/community. • Data is used for program evaluation.

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• Four major areas (students, staff, parent/community, and faculty environment) are studied for strengths/needs and trends, which impact student success.

• Successful scientifically research-based practices, curriculum, and programs are recognized and maintained.

• Stakeholders act on prioritized needs. • Research is studied to support data. • Multiple data sources are checked

through formative assessments and benchmarks.

• Data is collected, analyzed, disaggregated and merged into longitudinal studies.

• Multiple sources are used to verify and support the concerns, trends, statistics, and dreams.

• Data is used to produce proposals for future growth plans and for grants.

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• All areas that impact teaching/learning are studied collaboratively through a total community study.

• The study investigates all arenas (school, community and business). Grant writing is investigated as a way to support the findings and plans.

• Continued program success and improvement is accomplished through annual program assessment and implementation of new innovative strategies.

• Campus engages in on-going needs assessment from multiple sources that yields information leading to increased student performance.

• Staff is data/research driven. • Data-based proposals are written to

request district resources.

• All decisions of the school community are based on the identified strengths/needs from multiple data sources (Staff development, campus activities, parent programs, facilities, funding, community development, etc).

• All decisions are scientifically research based, data driven, and always student-centered.



Writing the Plan Plan in action Evaluation

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• One or a few persons do writing. • Responsibility of stakeholders is unclear. • Plan is general and vague. • Individual program plans are developed

in isolation.

• No connection exists between what is going on at the campus and the campus plan.

• Plan is shelved. • Individuals see the plan as a separate part of

their job.

• Summative evaluation is the only evaluation source.

• No assessment of movement toward increased student achievement is conducted.

• State Assessment is the only assessment used.

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• The need to involve all stakeholders in the planning process is recognized.

• The need for the campus plan to address the improved performance of all students is acknowledged.

• Separate program plans are scattered throughout the campus or combined into one notebook.

• Staff development is provided to assist in implementation of the campus plan.

• The need to evaluate, monitor and adjust the plan as appropriate is recognized.

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• A campus needs assessment is conducted. • Goals and objectives are explored. • Barriers are identified and strategies

developed. • Major goals of individual program plans

are shared with the staff.

• Dialogue occurs about the linkages between the campus plan and student performance.

• Various stakeholders experiment with implementation of the plan.

• Procedures and processes for assessment are examined.

• Benchmarks with associated timelines are identified.

• Desired outcome behaviors are identified.

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• After identifying the roles, responsibilities, timelines and resources, the campus plan is drafted and revised.

• Representatives from all campus programs are actively involved in the development of the campus plan.

• Stakeholders take ownership of the plan. • Stakeholders communicate about needed

changes and success.

• A process to monitor, evaluate and adjust the plan is established.

• Measurement of performance is related to identified outcomes.

• Appropriate modifications are made. • Formative and summative measures are

in place. • Student achievement gains are monitored

for all areas.

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• Acceptance and ownership of the integrated plan is shown by implementation of all initiatives/strategies.

• All special program requirements and activities are evident in the integrated campus plan.

• Stakeholders integrate the plan into what they do.

• Organizational and instructional practices reflect plan implementation.

• The campus plan in evaluated at the end of the year to determine program success.

• Assessment of plan is a part of the continuous improvement loop.

• Assessment occurs at various levels, (i.e. individual teachers, grade level, department and campus community).

• Student performance improves. • Qualitative measures of assessment are

used. • Effective school practices are improving

as a result of routine assessments. • High expectations are evidenced. • Benchmark check dates are indicated in

the campus plan.

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• The plan drives instructional decisions, staff development, and school organization in a way that effectively improves the performance of all students.

• Evidence of community decisions is evident in plan integration.

• Obvious strands of program collaboration are evident throughout the plan (i.e. parent/community involvement, staff development, communication).

• Stakeholders use the plan as a resource guide to drive decisions that positively impact student achievement.

• Benchmark checks allow for frequent assessment of initiatives.

• Student performance drives frequent and on-going re-evaluation of plan in action.

• The longitudinal data/trends guide school/community decisions.

• Quality planning is a natural process of the school/ community.

• Formative and summative evaluation measures are used for plan revision and improvement to ensure adequate yearly progress.

• Benchmark data guides the review and revision for program effectiveness.


Implement schoolwide reform strategies that are scientifically research based

Provide opportunities for all students to meet state performance standards

Use scientifically based research strategies, which are based on effective means of improving the achievement of all children

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• Tutorials are provided for students failing academic subjects. • Teachers may or may not be aware of which students failed to

master the State Assessment test in the past. • Study hall is a holding tank for students. • Time on task has not been addressed at the campus.

• Some students are left out or abandoned in the learning process. • The learning climate is uninteresting to children. • Parent involvement is non-existent of minimal. • Limited options for extra-curricular participation exist. • The belonging needs of only a few are addressed through

extracurricular activities.

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• Tutorials help students pass academic subjects. • Discrepancy between expected outcomes and actual outcomes is

recognized. • Staff receives State Assessment data at the beginning of school

semester. • Study hall is a place where students receive assistance in

completing assignments. • Staff becomes aware that time is not being utilized effectively.

• There is awareness that students must be engaged in the learning process.

• Climate is identified as an area of concern. • The need for parental involvement to be extended over time and to

become more integral to the school mission is discussed in meetings. • Principal and staff become aware that the needs of the whole child

must be addressed through extra-curricular activities in order to improve student achievement.

• The staff becomes aware that some students are being left out or falling through the cracks.

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• Staff investigates various alternatives for providing opportunities to students to meet the state performance standards.

• Staff explores how to use the State Assessment data to meet student needs.

• Alternatives to study hall are investigated. • Staff begins to look at options for time management, which

address time on task, such as block scheduling.

• Teachers investigate ways to increase student involvement in the learning process.

• Learning climates are investigated. • New ways for interacting with parents are developed. • Two-way communication with parents is established. • Principal and staff explore various options for extra-curricular

participation. • Multiple intelligence assessments are used to find strengths and interest

areas.

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• Opportunities for student learning are matched to student needs. • Data is collected from various sources. • Staff begins to learn time management techniques such as

cooperative structures to maximize time on task. • Study halls are replaced with learning labs.

• Principals, teachers, and other staff receive training in school climate issues including the physical, as well as the emotional learning environment.

• Parents and staff meet regularly to facilitate the process of involvement.

• Needs of parents are assessed to find interests and areas for campus improvement.

• Administrators, teachers, students, parents, and community determine barriers based on student achievement results.

• A variety of assessments are used to determine areas of strength and interests.

• Strengths and interests of students begin to be addressed through extra-curricular as well as curricular activities.

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• A variety of choices are available to students based on learning needs.

• Using disaggregated data from multiple sources, identification of student needs drives instruction.

• A variety of strategies is implemented to meet individual needs such as learning centers, study groups, training in study skills, independent projects, etc.

• Little or no instructional time is wasted.

• The school climate becomes one in which most students and staff feel supported in the learning process.

• Appropriate instructional practices are implemented which lead to student success.

• Students have a variety of options to participate in school activities and thus experience a sense of belonging.

• Administrators, teachers, students and parents assume responsibility for eliminating barriers to student achievement.

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• Multiple opportunities for all students to meet the state’s proficient and advanced levels of student performance are provided.

• A variety of options are readily available to all students such as extended year, extended day, and summer programs which incorporate enriched and accelerated curriculum.

• A highly trained dedicated staff assists all students based on comprehensive assessment of individual student needs.

• Failure is not an option in the minds and hearts of staff, students, parents and community at large.

• All students graduate. • All students are on task and engaged in learning.

• Appropriate instructional practices and learning environments are in place to meet the needs of all students.

• A variety of effective strategies are used by all staff to improve achievement of all children.

• Flexible grouping practices enable students’ needs to be met in a timely, efficient manner.

• Safe, orderly, drug-free environment pervades the learning culture. • Students have a sense of family through participation in school

activities. • Parents, through on-going involvement, are an integral part of

facilitating achievement.


Implement schoolwide reform strategies that are scientifically research based

Use effective instructional strategies Address the needs of all children in the school, but particularly the needs of children in the target population

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• Traditional strategies provide the school culture (i.e. lecture, seatwork, working alone or in silence without regard to learning style or preferences).

• Instruction is teacher-centered. • Instruction is time-driven instead of learner driven. • Staff has had little or no training in effective instructional strategies,

(i.e. Model for Effective Teaching or Program for Effective Teaching (METSPET).

• The resource room pullout prototype is used to serve the target population.

• At-risk students are placed in remedial or lower level classes. • Emphasis is placed on remediation programs. • Students in target populations are served in programs that stress

quantity (time and/or methods). • State Assessment is the only process for identifying the needs of

children. • Needs assessment process is not in place or does not yield useful

data. • Students are retained.

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• Teachers are exposed to instructional strategies that engage the students in active learning.

• Teachers recognize that student input into the learning process increases motivation.

• Teachers recognize that some learners need less time or more time than others to master the content and processes.

• Campus administration recognizes that specific staff development is needed to improve skills.

• The staff becomes aware of inclusion strategies. • There is awareness that remedial programs are not effectively

meeting the needs of at-risk students. • Ineffective programs are recognized. • The need for conducting a needs assessment is recognized. • There is an awareness that retention does not help children

achieve.

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• Teachers begin to experiment with active learning techniques. • Strategies for learner-centered instruction are modeled and explored. • Teachers explore ways to individualize instruction. • SBDM team conducts a needs assessment for staff training in effective

instructional strategies.

• Staff explores how inclusion can meet the needs of students. • Principal and staff explore the research on acceleration and

enrichment. • Principal and staff investigate new ways of serving children in

target populations. • Various needs assessment instruments are explored. • Alternatives to retention are explored; (i.e. transitional

classrooms, multi-age groupings, extended learning situations, alternative schools).

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• Teachers practice active learning techniques. • Teachers begin to seek opportunities to learn and utilize learner-

centered strategies. • Teachers design flexible learning activities that support individual

learning needs. • Staff training needs are identified and used to design staff development

activities.

• Inclusion strategies are modeled and training is conducted. • Teachers begin to use enrichment and acceleration rather than

remediation to help at-risk students. • Students who are in target populations are provided an enriched

curriculum. • Focused needs assessments are conducted. • The staff begins to meet needs of students and help them master

state standards regardless of grade level.

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• Students are actively engaged in the learning, and teachers are honoring learning preferences.

• Instruction begins to be learner-centered. • Instruction begins to be learner-driven. • Professional development in effective instructional models is

conducted, and teachers apply the new learning.

• Teachers begin using inclusion strategies in the classroom. • An accelerated, enriched curriculum promotes student success. • Target populations are served in schoolwide programs that infuse

quality principles. • Local district/campus is empowered to identify the barriers and

meet the needs of all children. • Staff is active in meeting individual needs of students and

mastering state standards.

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• A variety of strategies, which increase the amount and quality of learning time, are used.

• All teachers provide enriched and accelerated curriculum to all children.

• Educational needs of the historically underserved populations are addressed.

• Vocational and academic learning are integrated in the instruction, including applied learning and team teaching.

• The needs of all students are addressed through a variety of strategies such as brain-compatibility, learning styles, multi-sensory teaching, and integrative learning.

• Students work together on projects (i.e. interactive video presentations).

• On-going staff training in effective instructional strategies along with follow-up coaching become the norm.

• On-going multiple assessment measures are used to determine if students’ needs are being met.

• Planning, based on student needs, drives resource allocation. • Paradigm of the school is, “All our children have gifts and are

winners”. • School staff are child-centered caregivers. • All staff utilizes gender-equitable methods and practices. • Services that prepare students for the transition from school-to-

work and that integrate school-based and work-based learning are implemented.

• A focus on continuous learning prevents retention. • Strategies may target counseling, pupil, and mentoring services;

college/career awareness and preparation; integration of vocational/technical programs.


Provide Instruction by highly qualified staff

Qualifications

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• Paraprofessionals are hired based upon availability of applicants without regard to educational training.

• Teachers are assigned based on need, not certification.

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• Paraprofessional qualifications are: o Completed at least 2 years of study at an institution of higher education,

or o Obtained and associate’s (or higher) degree, or o Met a rigorous standard of quality and can demonstrate through a

formal state or local academic assessment: 1. knowledge of, and the ability to assist in instructing, reading,

writing, and mathematics, or 2. knowledge of, and the ability to assist in instructing reading

readiness, writing readiness, and mathematics readiness, as appropriate

• Paraprofessional qualifications are beginning to be linked to student needs. • School begins to look at data to determine additional staffing needs and is

aware of the need to improve recruitment strategies.

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• SBDM is somewhat involved in determining needed qualifications for paraprofessionals based on student needs.

• Campus needs drive the search for qualified paraprofessionals. • School employs more extensive recruitment procedures to hire qualified

staff based on student needs. • School studies certification of staff and begins to employ programs to

acquire certification for existing uncertified staff.

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• Paraprofessionals receive training to become highly qualified. • A plan has been developed to ensure that all teachers are highly qualified. • School provides assistance to uncertified staff to receive certification in a

timely manner (release time, arrangement with local institutions of higher learning, collaboration with ESC programs, alternative certification programs, etc).

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• Paraprofessionals are highly qualified and have an understanding of school operations, and may have some special skills such as linguistic diversity.

• Teachers are highly qualified in the core subject areas.

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• Paraprofessionals possess a working knowledge of State Assessment objectives for grade levels in which they work.

• Strengths of paraprofessionals are matched to classroom needs. • Paraprofessionals have a high degree of understanding about the teaching

and learning process and assist classroom teachers effectively. • All paraprofessionals are highly qualified to perform their job

responsibilities. • Paraprofessionals are strongly encouraged to continue their formal education

and to obtain a degree. • The school assists paraprofessionals in obtaining a degree by providing

tuition, etc. • All teachers are highly qualified for their assignments.


Provide Instruction by highly qualified staff

Supervision Training: To meet “highly qualified requirements

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• Paraprofessionals are given no/little supervision in whatever assignment they receive.

• New teachers are assigned with no support for planning instruction. • Principal is not aware of staff qualifications and requirements.

• Little or no training is provided to paraprofessionals. • Paraprofessionals attend non-related staff development that has

no alignment to campus plan. • Paraprofessionals are not usually included in training

opportunities. • Not all teachers are highly qualified in their assigned area.

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• Classroom teachers realize the necessity to develop a supervisory role for their paraprofessionals.

• Administration recognizes need to provide additional support for new teachers.

• Administration provides curriculum guides and/or teacher’s editions to new teachers.

• Principal recognizes the requirement of the need to attest to the high qualifications of the staff.

• Staff begins to realize the requirements for paraprofessional qualifications.

• Staff begins to realize the need for relevance and follow-up in the paraprofessional training.

• Staff begins to realize the needs for teacher training (to meet the highly qualified requirement).

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• Classroom teachers begin to guide the roles and responsibilities of the paraprofessional.

• Administration and SBDM begin to study successful practices for providing support to new staff.

• Principal develops a system to ensure that staff is highly qualified.

• Some paraprofessionals are involved in staff development activities, some of which are relevant.

• Staff is seeking relevant training opportunities.

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• Highly qualified supervising teacher and paraprofessional begin to work together to determine paraprofessional responsibilities.

• Department heads and/or lead teachers share resources with new teachers.

• Department heads and/or lead teachers meet with new staff as requested to discuss issues.

• Principal will attest annually in writing that the staff is highly qualified.

• Most paraprofessionals are involved in relevant training to acquire the knowledge and skills to assist in instruction.

• Teachers take advantage of training opportunities to become highly qualified.

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• Highly qualified supervising teacher and paraprofessional begin to collaborate on determining student needs and instructional strategies.

• Department heads and/or lead teachers meet regularly with new teachers to discuss issues.

• Classroom observations of veteran teachers are made available to new teachers as requested.

• Principal monitors the status of the core academic teacher’s qualifications.

• Paraprofessionals can demonstrate skills in reading, writing, and math.

• Paraprofessional is viewed as a teaching assistant. • Teachers seek additional professional development in their core

subject areas. • All training has follow-up.

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• Highly qualified supervising teacher and paraprofessional collaborate on a regular basis to determine student needs, content to be taught and instructional strategies to be utilized.

• There is a collaborative partnership between paraprofessional and supervising teacher.

• The supervising teacher is a mentor to the paraprofessional. • Mentor teachers are assigned to all new teachers. • Collaborative planning sessions are regularly scheduled. • Administration and mentor teachers schedule regular classroom

observations for new teachers. • Mentor program is evaluated annually and modifications are made. • Principal monitors the status of teacher qualifications.

• Paraprofessionals take the initiative to seek training to enhance their knowledge and skills to meet student needs.

• Teachers attend on going professional development to strengthen their knowledge and skills in scientifically research based practices.


Provide high quality on-going professional development

Process for identification of professional development needs Campus planning for professional development

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• Campus or district administrator determines professional development needs.

• Professional development is mandated. • Disaggregated student data is not used to determine professional

development. • Professional development is not part of the vision or is it planned. • Professional development consists of only what is mandated by law.

• Staff is not involved in planning professional development. • Visionary leadership is not evident. • Staff members do not collaborate on professional development

needs. • The district determines what professional development is offered at

campuses.

Aw

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• Most professional development needs are determined by administration with limited input from staff.

• Professional development is predominantly mandated for all. • There is an awareness of using disaggregated data to identify

professional development needs.

• Limited staff is involved in planning for professional development. • Principal increases awareness of leadership role and relates

professional development to the vision. • Principal and limited staff begin planning and become aware of

available professional development opportunities. • Only a few staff members decide professional development topics.

Exp

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• SBDM teams is involved to some degree in determining professional development needs.

• Campus determines some non-mandated professional development needs.

• Needs assessment is utilized to determine some professional development needs.

• SBDM team is beginning to be involved in planning for professional development.

• Principal begins to empower staff. • Principal still has major control of professional activities. • Principal is beginning to consider the role of developing a vision in

decision-making. • School committee begins to discuss and choose some professional

development topics based on needs assessment data.

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• SBDM team and related groups determine major professional development needs.

• Few needs are mandated with more local needs determined.

• Leadership provides meeting time for planning and study groups. • Vision is present. • Professional development decisions are realigned with the vision. • School committee or special subcommittee is beginning to choose

more professional development topics based on needs assessment data.

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• All stakeholders are involved in determining needs for professional development.

• Professional development needs are determined largely by student data.

• Stakeholders look at sources of data beyond state assessments and indicators such as AEIS and prioritize professional development needs based on data.

• The desire to incorporate technology in instruction influences professional selection.

• All stakeholders are involved in campus planning for professional development with apparent focus on established vision.

• Professional development supports campus vision and needs. • Professional development is almost totally the result of school

decisions based upon improving student performance.

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• Professional development needs are determined collaboratively by all stakeholders.

• Professional development needs are based on student performance data.

• Study of professional development needs has moved from study of overall student population data to data on specific populations.

• Professional development activities support instructional practices designed to help children attain state performance standards.

• Desire to improve curriculum and instruction often drives professional development selection.

• The change process is studied and used to guide innovations in the school.

• Technology is integrated into classroom instruction. • Professional development opportunities extend beyond legal

requirements.

• Professional development supports campus vision and plan. • School improvement plans and goals provide direction for

professional development. • Stakeholders have professional development responsibilities for

planning, delivery, and implementation. • The school uses a collaborative process form professional

development decisions. • The decision process emphasizes results measured by student and

teacher changes. • Data on student performance is used to plan professional activities.



Implementing professional development

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• Professional development is scheduled on the calendar. • Professional development topics are disconnected. • Current fads are emphasized in professional development. • Student needs are seldom addressed in professional development • Professional development lacks follow-up. • New teacher orientation is not apparent. • One-shot workshop is the main professional development model. • Workshops are scheduled to fill time instead of needs.

Aw

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• Problems of professional development scheduling are recognized. • Staff members begin to discuss relevant topics. • Staff members are becoming aware of needs but are still looking for quick

fixes. • Awareness of using student data increases. • Need for more in-depth training is recognized. • Follow-up is not provided. • Need for professional development orientation for teachers new to campus

becomes apparent.

Exp

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• Some long-range scheduling is happening. • Collaborative decisions are made on some relevant topics. • Some connections between needs assessment data. • Enough time for professional development is scheduled. • Professional development follow-up is minimal. • Means of addressing professional development for teachers new to campus

are explored.

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• More long-term professional development is scheduled. • Involvement of stakeholders in selection of topics increases. • More compatibility exists between needs and topics. • Value of follow-up is recognized. • Outside presenters are aware of needs prior to professional development

day. • Selected staff members receive training to become in-house trainers for

current and new staff members.

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• High priority topics are schedules for professional development. • Stakeholders collaboratively select topics. • Needs and topics are aligned. • Identification of student needs is based on disaggregated data. • Follow-up coaching is routinely provided. • Preplanning evidences value of professional development. • Mentors are provided for all new staff members.

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• Scientifically research-based topics address needs in campus plan. • Collaboratively selected topics are aligned to address student needs. • Professional development is based on specific needs. • Professional development is driven by student needs. • Appropriate time frames are provided for topics. • Continuous follow-up coaching provides feedback for improvement. • Stakeholders look for professional development to extend institutionalized

training. • Professional development activities are integral to school operations and

expectations of the school. • Teachers and other stakeholders see professional development participation

as essential to being professional. • The format for professional development is organized in the on-going series

addressing the national standards models of staff development. • Workshops are scheduled in a timely fashion. • Evaluation of professional development activities is tied to the needs

assessment for on-going planning. • Mentors and new staff members collaborate.



Integrating programs (services and resources)

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• Little money or time is provided for professional development activities. • There is a lack of support from central office and board of trustees for

professional development. • There is a lack of community support for campus professional development. • Community does not understand nor support time spent in professional

development. • Each program stands alone.

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• Need for money and time is recognized. • Principal begins to have discussions about the change process with central

office. • Awareness sessions are conducted for staff about the change process. • Little community support is evident with complaints about students being

out of school. • Similarities between programs are noticed.

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• Funds and time are made available for professional development days. • Results for professional development planning are shared with central office

and board of trustees. • More faculty sessions are conducted on the value of change and

collaboration. • Commonalities of programs are explored.

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• Information sessions for parents, business, and community are arranged. • Professional development program is expanded. • Funding is available for professional development. • Staff understands change process and the need to integrate resources to

support professional development activities Some programs, services, or resources are coordinated.

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• Professional development funding is established as a regular budget item. • Professional development philosophy is part of the campus culture. • Community is involved in and accepting of professional development for

teachers and administration. • Many professional development opportunities are integrated among several

programs. • All stakeholders commit sufficient financial support from federal, state, and

local sources.

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• Appropriate time is provided to conduct quality professional development. • District recognizes and supports need for quality professional development. • Campus community understands ad supports professional development, Pre-

k through higher-ed. • Stakeholders continue to be involved in on-going professional development

as well as maintaining accomplished goals. • Sufficient follow-up, coaching, allotted time, and financial resources for

implementing the professional developments are provided. • Professional development opportunities are integrated and coordinated.



Time frame Results of professional development evaluation

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• Discreet, small pieces of training are not fled to any needs assessment.

• There is not recognition of time involved in implementing professional development.

• All professional development is based on short-term needs.

• Professional development produces no measurable evidence of use. • Topics are specific in nature but do not correlate with school plans. • Staff expresses dissatisfaction with present inservice schedule. • Improvement in student performance cannot be linked to professional

development.

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• There is an awareness of the connection between time spent in professional development and lasting change.

• There is sufficient time to plan for quality professional development based campus needs assessments.

• Change in instruction is expected with little regard for professional development.

• There is no significant change in student performance. • Professional development is beginning to focus on identified needs.

Exp

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• The need for professional development days beyond the required time is recognized.

• Staff begins to prioritize necessary changes in professional development so that sufficient time is allotted.

• The connection between professional development and time needed for implementation is recognized.

• Occasional professional development topics are directed toward campus planning and improving student achievement.

• Staff is not committed to professional development. • Community is not generally supportive of professional development. • Students’ performance may increase for certain subgroups but not

whole student body. • Staff is experimenting with implementing portions of training

received in professional development.

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• Additional professional development time is encouraged. • Principal/ staff members plan for and allow time for professional

development. • Support is present for instructional change and implementation

time.

• Professional development begins to include follow-up and evaluation of impact on student achievement.

• Staff members generally support professional development and put into practice what is learned.

• The community is beginning to support time for professional development.

• Student performance is increasing for most students. • Staff members spend time planning how to utilize training in their

classrooms. • Staff members adjust practices based on professional development.

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• Professional development days provide sufficient time for identified staff development needs to be met.

• Staff members begin to implement professional development benchmarks.

• Active support for campus professional development and time needed for implementation is operational.

• Use of professional development is observed in most aspects of school.

• Student performance has improved for almost all students and student groups.

• Assessment and follow-up reveals evidence of professional development being used in the classroom.

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Syst

em

• All those involved understand and commit the time needed to make systemic change through professional development.

• Progress is charted by established benchmarks. • Long-range and short-range professional development topics are

chosen based on needs assessment in the campus plan. • Administrators promote systemic change by encouraging realistic

implementation time frames.

• The practices derived from professional development have become institutionalized.

• Level of use is clearly evident and measurable. • Increased student performance is clearly evident. • Performance gap among all populations is narrowing as a result of

the professional development. • New skills are demonstrated live or through videotape. • Classroom observations, lesson plan review and skill acquisition

assure professional development results. • Results of professional development are monitored by changes in

student performance.


Provides strategies to attract highly qualified teachers to high need schools

Recruiting highly qualified teachers Retaining highly qualified teachers

Mai

nten

ance

of

Old

Sys

tem

• Hire teachers without regard to qualifications or experience. • Teachers receive little or no orientation/mentoring and/or training.

Aw

aren

ess

• School is recognizing excessive teacher turnover rate. • Staff begins to realize the need for campus orientation/ mentoring and/or training for teachers.

Exp

lori

ng

• School analyzes excessive teacher turnover rate. • Hiring practices are re-evaluated.

• Teachers receive orientation/mentoring and/or training regarding roles, responsibilities and areas of campus concerns.

Tra

nsiti

onin

g

• School is beginning to offer incentives for high needs areas. • Procedures are established for recruiting and hiring new teachers.

• Teachers are involved in relevant staff development with some follow-up mentoring.

Em

ergi

ng N

ew

Syst

em

• School provides incentive packages for high needs areas. • Teachers are provided with relevant, highly effective staff development including follow-up mentoring.

Pred

omin

ance

of

the

New

Sys

tem

• All teachers are highly qualified for their assignments. • Highly qualified teachers are retained, and adequate yearly progress is

sustained.

• Staff development goes beyond workshops to include teachers in leadership roles for study groups, peer coaching and professional reading and mentoring.

• Professional growth opportunities are valued and encouraged.


Utilize strategies to increase parental involvement

Building the capacity of parents/school staff Shared responsibility for student achievement incorporating: • Parenting skills • Learning at Home • Decision-Making • Collaboration

Mai

nten

ance

of

Old

Sys

tem

• Schools see parents as part of the problem and not part of the solution.

• An attitude exists in which schools are seen as having total responsibility for student achievement.

• Parents without school-age children are virtually ignored as partners.

• Parents are not involved in decisions regarding parental involvement activities.

Aw

aren

ess

• Research is made available about the connection of parental involvement to student achievement.

• Parents are surveyed regarding interest in programs available to them in the school district.

• Evidence is found that student achievement is influenced by factors beyond the school (i.e. parental support for school policies).

• Staff is aware that parents need to be involved in decision-making for parental involvement activities.

Exp

lori

ng

• The school begins to offer programs for parents based on what the school decides is needed and/or is comfortable in offering.

• Staff members are provided with some training regarding the parental involvement.

• Schools initiate opportunities for parents to learn about their child’s progress and how they can help.

• Parents are invited to conference annually with teachers. • The school disseminates information regarding cultural, recreation,

academic, health, and social resources to families within the community.

• The school initiates opportunities for parents to participate in planning.

Tra

nsiti

onin

g

• The school builds on positive experiences and successes and begins to develop new programs based on parent needs.

• Staff members begin to value the contributions of parents/vice versa.

• Opportunities for training are provided which enable parents to support instruction at home.

• Assessment information and its interpretation is shared in reference to grade levels.

• A fall meeting is held to discuss student achievement and to set goals.

• Opportunities targeting certain populations (senior citizens, new mothers, and grandparents) are provided.

• Parents are occasionally involved in decision regarding parental involvement activities.

Em

ergi

ng N

ew

Syst

em

• In the implementation of various programs, parent leaders are identified and begin the administration of some of the parental involvement programs.

• Staff members work together with parents to develop successful parent involvement programs.

• Parents are systematically provided information and training about instruction that is specific for their children.

• Invitations to specific activities at the school are sent to community members with non-school age children.

• Parents are systemically involved in decisions regarding parental involvement activities.

Pred

omin

ance

of t

he

New

Sys

tem

• Parents and school are clearly involved in determining the types of programs needed to build the capacity of parents through personal growth thereby supporting their children’s school performance.

• Regular experiences for parents are supported by the campus in areas such as: Language development Interpersonal skills Vocational, technological, and workplace skills for parents

• A partnership exists in which parents, students and the school shares the responsibility for increased student achievement as reflected in the School-Parent Compact/written parental involvement policy.

• All parents pick up report cards and conference with teachers; assessment information is shared and interpreted.

• Community members play an active role in preparing children to enter the school system.

• Parents are involved in the decisions regarding how funds are allocated for parent involvement activities.


Utilize strategies to increase parental involvement

Systematic Communication Accessibility

Mai

nten

ance

of

Old

Sys

tem

• Schools send home required information in English (i.e. handbooks, grades, etc).

• There is no School-Parent Compact or the compact is not used. • There is no campus developed written parental involvement

policy.

• Barriers exist to a parent- friendly atmosphere at school. • Parents do not feel welcome and are reluctant to participate in the

activities of the school.

Aw

aren

ess

• Parents receive additional communication as required by the school (i.e. phone calls, progress reports) in their native language.

• Campus staff reviews the law and realizes the need for a School-Parent Compact and a jointly developed (with parents) written parental involvement policy.

• Some individuals and programs perceive parents as necessary to meet program requirements.

• An awareness that parent involvement will increase student achievement exists.

Exp

lori

ng

• Individuals and small groups on a campus develop their own communication systems.

• School personnel begin to see a value in communication with parents.

• School volunteers are utilized to translate for parent communication.

• Campus staff invites a group of parents to discuss the required School-Parent Compact and written parental involvement policy.

• Mutually-improved attitudes toward parent involvement are exhibited (more than just requirements).

• Parent involvement is solicited and encouraged.

Tra

nsiti

onin

g

• Schools begin to include a process for communication in their campus improvement plans to meet local needs.

• Parents are included in planning communication strategies with home.

• School personnel are hired who speak languages unique to the campus.

• A team of parents, teachers, administrators, and students with the School-Parent Compact and jointly develop their written parental involvement policy.

• The school begins to recognize the value of parents and focuses on specific ways to encourage opportunities for parental involvement (i.e. hiring a parental involvement liaison/coordinator).

Em

ergi

ng N

ew

Syst

em

• Parents/school are regularly communicating in a variety of ways for the purpose of improving student achievement.

• Program presentations (i.e. parenting skills, vocation/technological skills) are presented in the parent’s native language.

• The compact and policy are reviewed for changing needs and goals.

• The school is regularly involved in practices that encourage parent participation (i.e. transportation, child care, parent centers, flexible scheduling, home visits).

Pred

omin

ance

of t

he N

ew S

yste

m

• Continuous two-way communication exists, where parents and school provide meaningful information to each other in support of student achievement.

• The campus builds the capacity of parents to support school performance by offering various professional development activities to meet their interests/needs in each parent’s native language (i.e. literacy, Parents as Teachers, State assessment training, personal budgeting and time management, computer skills and instructional strategies.

• The School-Parent Compact and parental involvement policy are updated annually and meet all the requirements in law.

• The school is continuously striving to create an accessible environment to parents.

• Parents are an integral part of the school culture. • Meaningful monitored parent participation includes strategies such as:

Home visits Practical Parenting Education Flexible meeting times Parent Resource Room Parent Liaisons Child Care Literacy Training Parents as Teachers State Assessment training Student-led conferences Transportation TeELLhone hot lines Parents are visible on campuses in a multitude of roles


Ensure smooth transition for students

Collaboration/Communication Instructional/alignment

Mai

nten

ance

of

Old

Sys

tem

• Students move throughout the system with no planned transitional strategies in place.

• Curriculum is individually implemented in each classroom with titles or no alignment with state standards or between subjects and grade levels.

• Student’s progress through the curriculum is based on time and their age.

• Parents are generally uniformed and do not participate in curricular decisions.

Aw

aren

ess

• Individual campuses develop handouts for transition to disseminate at registration.

• There is grade level/subject area discussion by teachers. • Curricular decisions by teachers are based on State assessment

objectives and State curriculum. • Minimal communication regarding curricular expectations is provided

to parents.

Exp

lori

ng

• Site based team may discuss materials to be disseminated to parents Some planning regarding the major breaks in school (Elem/MS/HS) are planned for through: Assemblies

Limited campus visits School-to-work programs

• Site based discussions on curriculum alignment and transitioning activities are frequent.

• State assessment and State curriculum are the primary focus of the curriculum.

• Parents and students understand curriculum requirements, plans, and choices available.

Tra

nsiti

onin

g

• Parents and students are invited for orientation (kindergarten round-up, middle school and high school orientation).

• A variety of communication efforts are utilized and are school-driven with little parent involvement.

• Questions/answer sessions are available.

• The campus staff and parents being to discuss national standards and state curricular standards in addition to State assessment and State curriculum.

• Curriculum objectives are translated into real world applications. • The business community is used to provide connections and relevance

between the curriculum and the real world. • Campus staff is beginning to align the curriculum between grades and

subjects.

Em

ergi

ng N

ew S

yste

m • Campus teams, along with students and parents, develop a

transition plan from home through graduation. • A variety of communication efforts, flexible scheduling of events

and a focus on transitioning needs is evident: Cross-grade level activities Meet-the-teacher right Student graduation plans Some student mentoring • Campus staff uses these opportunities to communicate goals,

expectations, curriculum etc. to parents

• Curriculum is developmentally and culturally appropriate. • Curriculum is aligned with state and national standards and between

grade levels and subjects. • Campus staff, parents, business, community leaders and students

discuss national curriculum standards and real world expectations.

Pred

omin

ance

of t

he N

ew S

yste

m

• Specific plans and collaborative procedures are in place and implemented to ensure smooth transition for all students in the system, for example –

Tours Monitoring Planned programs • Parents, students, and educators collaborate at all levels to develop

transition plans and procedures. • Frequent meetings are conducted. • Leadership for activities is shared. • Mentoring programs for parents and community enhance

communication. • Written communication between parents and school is frequent. • A process for enlistment of incoming students and parents for

active participation in the school community is implemented. • A variety of communication avenues are utilized and designed by

students, parents, and educators: Local media Newsletters Web pages TeELLhone trees Personal invitations Use of technology Frequent meetings

• Priority is given to the continuous progress of students through: Professional student portfolios Pre-post assessments Credit-by exam Alternative configuration of school organization

(i.e. multi-age, grouping, looping) Student-led conference Concurrent enrollment Independent study Opportunities for school-to-work

• Frequent forums solicit input to the curriculum from business, community, school and student leaders.

• Curriculum models the real world. • Curriculum is fully integrated and driven by standards. • Curriculum bridges are built to support successful student transitions

at the stages of their learning.


Ensure smooth transition for students

Organizational Structure of the School

Mai

nten

ance

of

Old

Sys

tem

• Teachers feel professionally isolated. • The school is organized by traditional grade levels and content areas. • The status quo is maintained and encouraged.

Aw

aren

ess

• Schedules permit grade level teams or horizontal content area teams a common planning time (i.e. block scheduling).

• Sometimes students are no longer grouped in traditional seating arrangements and groupings.

Exp

lori

ng

• Schedules provide common planning times for vertical and horizontal teams. • Staff explores other classroom structures for learning (i.e. Kagan, TQM, and Dupont

Processes). • Staff explores continuous progress models (i.e. individual instruction, IEPs, or skill

placement for students).

Tra

nsiti

onin

g

• Campus staff becomes aware of the need to involve the community in rearranging the organizational structure of the school.

• Teachers observe in each other’s classes and time is provided for input into the student learning processes.

• Teacher discussions are focused on improving student work.

Em

ergi

ng N

ew

Syst

em

• The school, in consultation with the community, has restructured the school day to permit time to discuss and plan for student learning.

• A professional learning community (a group that learns together) at the campus level enables regular discussions of student work and achievement.

Pred

omin

ance

of

the

New

Sys

tem

• Student needs and age appropriateness drive the organization of the school. • Vertical teams have implemented a PK-12 organizational model. • Organization of the school supports and encourages continuous progress for all

learners. • A professional learning community at all levels (campus and district) of the

organization is operational.


Include teachers in decisions regarding the use of assessments

Student Assessment Program Assessment Curriculum Assessment Communicating results to the school community

Mai

nten

ance

of

Old

Sys

tem

• No assessment other than State assessment is given to determine student needs and achievement for meeting state standards.

• Program needs and effectiveness is not assessed at the campus level.

• Campus staff does not assess curriculum effectiveness.

• The required yearly communication of AEIS Report Card results is how the school communicates results to the school community.

Aw

aren

ess

• Staff learns that they are required to assess reading in K-2 locally.

• Staff has concerns about assessing students after State assessment exit.

• Staff has concerns that the state assessment should not be the only assessment.

• Staff desires information on program effectiveness and becomes aware that there are program assessments available.

• Campus staff learns about curriculum alignment issues.

• Campus staff becomes aware of the need to have and share assessment information in addition to AEIS Report Card.

Exp

lori

ng

• Teachers experiment individually with various types of assessments to determine student needs and achievement (including learning styles and multiple intelligences).

• Teachers begin looking at learning styles to determine appropriate assessment.

• Teachers explore new forms of assessment through the theory of multiple intelligences.

• Teachers experiment individually with various types of program assessments to determine effectiveness.

• Teachers begin meeting across programs and across grade levels to discuss curriculum needs.

• Teachers receive training in curriculum alignment.

• Campus staff begins to share results of exploration and investigation of various student programs and curriculum assessment opportunities.

Tra

nsiti

onin

g

• Grade level teachers begin sharing and using similar assessments for determining needs and achievement.

• Campuses use student assessments beyond state requirements:

Portfolios Individual and group projects Benchmarking Rubrics

• Teachers begin to share assessments and results with other program staff.

• Teachers across grade levels and programs begin working together and discussing curriculum issues and ways to assess curriculum effectiveness.

• Campus staff provides and receives more information from assessment activities several times during the year.

Em

ergi

ng N

ew

Syst

em

• Teachers discuss the results and values of assessments utilized and make decisions regarding the effectiveness of the assessment.

• Campuses create assessments based on student differences.

• Students are assessed by more than one method.

• Teachers assess program effectiveness and share with the rest of the campus.

• Teachers meet across grade levels, program areas, and campus levels to discuss curriculum issues and alignment.

• Campus staff shares assessments results camps-wide and district-wide.

Pred

omin

ance

of t

he N

ew

Syst

em

• Teachers are responsible for determining needed assessments.

• Teachers are responsible for utilizing assessment results to promote student learning.

• Multiple assessments are used for all students: o End of chapter tests o Unit tests o Teacher-made tests o Daily/weekly assessments

• All staff is knowledgeable about the effectiveness of each program on the campus and have input for change.

• Teachers meet regularly across grade levels and across campuses to continuously assess and align curriculum.

• District communicates the results of student, program, and curriculum assessments to the school community.


Implement a plan to ensure that ALL students master the state’s challenging achievement standards and state

academic assessments Mastery Involvement of stakeholders

Mai

nten

ance

of

Old

Sys

tem

• Students are retained. • Tutoring is provided during the school day. • Students are placed in special programs. • In the classroom, a teacher aide gives students additional assistance.

• Principal presents AEIS Report Card at required public meeting.

Aw

aren

ess

• School reviews State Assessment (data by grade-level (broad-based view). • Students are retained. • School is aware of numbers of student referrals and/or exemptions. • Tutoring is provided beyond the school day.

• Principal shares AEIS Report Card data with staff and public.

Exp

lori

ng

• School administration advises staff to review individual student State Assessment data. • School begins to review alternatives to student retention. • School considers implementation of pre-referral measures to curb student placement in special

programs. • School reviews tutoring options and considers alternative support systems for students.

• Principal and SBDM team collaborate on data and generate limited staff surveys.

Tra

nsiti

onin

g

• School disaggregates State Assessment data to prioritize areas of concern. • Staff consistently reviews State Assessment data for their students. • School implements program (i.e. summer school) to assist student who may be retained. • Tutoring sessions are consistently implemented. • School initiates a review of effectiveness of the tutoring options. • Pre-referral measures are fully and consistently implemented. • Assistance to parents whose children are experiencing difficulty is offered at a minimal level

through parent conferences.

• Principal and SBDM team share AEIS Report Card data with instructional staff.

• Teachers, students, staff, and randomly selected parents/ community/members are surveyed.

• SBDM learn is trained on needs assessment process.

Em

ergi

ng N

ew S

yste

m

• School implements a consistent, annual, focused review of data. • Tutoring options are expanded to include extended learning time. • Staff development is focused on providing alternative instructional strategies for addressing

needs of diverse learners. • Opportunities are offered to parents for assisting their children. • Procedures and policies are implemented to ensue that students receive interventions prior to

referral to special programs. • Student modifications are based upon program evaluations. • School seeks outside resources for assisting students. • Effective methods and instructional strategies are scientifically research based.

• Total campus community is involved in needs assessment (staff, support staff, parents, business partners, community members supporting agencies, students-if applicable).

• Team creates surveys and collects data from multiple sources.

Pred

omin

ance

of t

he N

ew S

yste

m

• Disaggregated data is used to determine individual student needs. • School implements a procedure for collecting longitudinal data for less successful students. • Benchmarks are used in classrooms to determine student needs/mastery. • Student data is used to determine effective instructional strategies:

o learning styles o flexible grouping o modifications o extended learning opportunities

• School provides a challenging curriculum relevant to real-world applications. • Teachers are provided professional development in the areas of:

o identifying learning difficulties o diagnosing student needs o determining effective instructional strategies o ensuring equitable access for student learning

• School systematically informs and provides parents/guardians of multiple support systems/ opportunities such as:

tutorials, extended learning programs, computer-assisted instruction, enrichment, self-paced curriculum, flexible scheduling, distance learning, etc

• School systematically informs parents/ guardians of multiple outside support systems such as: community agencies, business out-reach programs, mentoring programs, etc

• Data is collected from all the campus community and anyone with an interest/investment in the students and/or the future of the community.

• The team studies research, develops/administers surveys, collects and analyzes data from multiple sources.


Implement a plan to ensure that ALL students master the state’s challenging achievement standards and state

academic assessments Areas of Investigation

• Students • Staff • Parent/Community • Facility • Climate • Grant Writing

Use of data

Mai

nten

ance

of

Old

Sys

tem

• AEIS Report Card data is collected. • State Assessment data is collected.

• A public meeting is the main communication of school achievement data.

Aw

aren

ess

• Staff issues are discussed. • AEIS Report Card, State Assessment, and other data on students is

collected. • Staff is surveyed.

• Staff recognizes the need for staff development due to identified needs.

Exp

lori

ng

• Data on student achievement is collected. • Data on staff perceptions and needs is analyzed. • Parent surveys are designed and data collected/analyzed.

• Data is used to generate activities in campus plan to cover greatest need on State Assessment.

• Data is used to schedule staff development requested by staff.

Tra

nsiti

onin

g

• Data on student, staff, parents, and community is collected and analyzed for needs.

• Successful practices/ programs are noticed.

• Data is used to determine staff development needs. • Data is used to support campus planning. • Data is used to develop involvement opportunities for

parents/community. • Data is used for program evaluation.

Em

ergi

ng N

ew

Syst

em

• Four major areas (students, parent/ community, staff, and successful practices) are studied for strengths/ needs and trends, which impact student success.

• Successful practices and programs are investigated. • Assistance to students is provided in a timely manner.

• Data is collected, analyzed, disaggregated and merged into longitudinal studies.

• Multiple sources are used to verify and support the concerns, trends, statistics and dreams.

• Data is used to produce proposals for future growth plans and for grants.

Pred

omin

ance

of

the

New

Sys

tem

• All areas that impact teaching/learning are studied collaboratively through a total community study. The study investigates all areas (school, community and business).

• Grant writing is investigated as a way to support the findings and plans.

• All decisions of the school community are research-based on the identified strength/needs from multiple data research sources (Staff development, campus activities, parent programs, facilities, funding, community development, etc).

• All decisions are research-based, data-driven, and always student-centered .


Coordinate and integrate federal, state and local

services and programs Funding Sources: Federal, State, Local

Mai

nten

ance

of

Old

Sys

tem

• Each federal program is fragmented. • Descriptions are lacking in how federal program intents

are being met.

Aw

aren

ess

• There is limited identification of federal programs supporting the schoolwide effort.

• Campus plan demonstrates how the intent of these programs will be met.

Exp

lori

ng

• The campus is beginning to access resources and services common to various programs such as:

Professional Development Parental Involvement Violence Prevention Family Literacy

Tra

nsiti

onin

g

• Campus takes advantage of available resources (Federal, State, and Local) to fund various programs/services based on needs assessment.

Em

ergi

ng N

ew

Syst

em

• Use of funds is innovative and creative.

Pred

omin

ance

of t

he N

ew

Syst

em

• Federal, State and Local services and programs are coordinated and integrated in a seamless manner to benefit all children. Such programs may include:

Violence Prevention Programs Nutrition Programs Housing Programs Head Start Adult Education Vocational and Technical Education Job Training Title Programs


Longitudinal Analysis

Enrollment 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003

Enrollment in Grades 9-12 Enrollment Grade 12 Enrollment Grade 11 Enrollment Grade 10 Enrollment Grade 9 Enrollment Grade 8 Enrollment Grade 8 (Feeder pattern)

Attendance Rates 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 State District Campus

Annual Dropout Rates 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 State District Campus Completion/Student Status

Rate Class of

1999 Class of

2000 Class of

2001 Class of

2002 Class of

2003 Graduated Received GED Continued HS Dropped Out (4-yr) RHSP/DAP Graduates

SAT/ACT Results Class of 1999

Class of 2000

Class of 2001

Class of 2002

Class of 2003

SAT/ACT % Tested Mean SAT Score--State Mean SAT Score--District Mean SAT Score--Campus

Advanced Courses 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 State % enrolled District % enrolled Campus % enrolled Advanced Placement Exams (# passed/# taken)

Other 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003


Student Survey

1. Do you feel safe at school? Always

Sometimes

Usually

Never

2. Do you feel the office handles problems that you have with students who bother you to your satisfaction?

Always

Sometimes

Usually

Never

3. Do the counselors help you solve problems in a timely manner?

Always

Sometimes

Usually

Never

4. Do you feel teachers believe in your abilities? Always

Sometimes

Usually

Never

5. Do you think the assignments given you are valuable? Always

Sometimes

Usually

Never

6. Do you think teachers know their subject matter? Always

Sometimes

Usually

Never

7. Does the school communicate to you how important your education is?

Always

Sometimes

Usually

Never

8. Do your parents understand the schools educational goals?

Always

Sometimes

Usually

Never

9. Do you think the principal is involved with all parts of your education?

Always

Sometimes

Usually

Never

10. Do you think your teachers provide you with the opportunity to learn?

Always

Sometimes

Usually

Never

11. Do you think when you leave school you will be ready for middle school, high school or college?

Always

Sometimes

Usually

Never


12. Do you think extra-curricular activities are a valuable part of your education?

Always

Sometimes

Usually

Never

13. Does your teacher talk too much? Always

Sometimes

Usually

Never

14. Do you think your teacher changes activities often enough?

Always

Sometimes

Usually

Never

15. Do you really believe that your school is a great place to learn?

Always

Sometimes

Usually

Never

16. Do you feel the grades you receive are fair for the work you have completed?

Always

Sometimes

Usually

Never

17. Do you have the opportunity to receive help when you do not understand the lesson?

Always

Sometimes

Usually

Never

18. Do you feel your teachers care about your success? Always

Sometimes

Usually

Never

19. Do your parents stress to you the importance of education?

Always

Sometimes

Usually

Never

20. Do your parents support the school and your teachers? Always

Sometimes

Usually

Never


Faculty/Staff Survey

1. Do you feel the principal promotes a safe, orderly climate conducive to learning?

Always

Mostly

Sometimes

Rarely

Never

2. Do you feel that sufficient instructional materials and supplies are provided?

Always

Mostly

Sometimes

Rarely

Never

3. Does the principal effectively and persistently communicate the school’s mission to the staff?

Always

Mostly

Sometimes

Rarely

Never

4. Are there smooth rapid transitions between activities (i.e. assemblies, fire drills, etc.) throughout the day?

Always

Mostly

Sometimes

Rarely

Never

5. Is damage at the campus repaired within a reasonable amount of time?

Always

Mostly

Sometimes

Rarely

Never

6. Do you often seek the support of parents of the students in your classroom?

Always

Mostly

Sometimes

Rarely

Never

7. Do you believe that all students at the campus can attain mastery of the essential knowledge and skills?

All

Most

Some

Few

None

8. Which of these disabilities do economically disadvantaged students usually have?

Cognitive

Linguistic

Cultural

All

None

9. Does the principal define the school’s mission, explain the goals, and communicate them to the school community?

Always

Mostly

Sometimes

Rarely

Never

10. Does the principal act as an instructional leader? Always

Mostly

Sometimes

Rarely

Never

11. Do you believe that at your campus all teachers can teach?

All

Most

Some

Few

None


12. Do you feel safe in the parking lot and school grounds at your campus?

Always

Mostly

Sometimes

Rarely

Never

13. Do you believe that the principal understands and applies the goals and objectives of the Integrated Campus Action Plan?

Always

Mostly

Sometimes

Rarely

Never

14. Do you believe that you have the competency, skills and determination to ensure that students learn what is expected?

Strongly

Believe

Somewhat

Doubtful

No Opinion

15. Are our efforts, resources, and activities directed toward the realization of the school’s purpose and goals?

Always

Mostly

Sometimes

Rarely

Never

16. Do you feel powerless when teaching certain students?

Always

Mostly

Sometimes

Rarely

Never

17. Do you think that your campus teachers are recognized and appreciated for their individual and collective accomplishments in the classroom?

Always

Mostly

Sometimes

Rarely

Never

18. Do you feel safe in the building at your campus? Always

Mostly

Sometimes

Rarely

Never

19. Do you feel you know how to motivate the students at your school?

Always

Mostly

Sometimes

Rarely

Never

20. Do you believe the student’s academic progress is measured using a variety of assessment procedures at your campus?

Always

Mostly

Sometimes

Rarely

Never

21. Do you feel the parents and other members of the community are provided with avenues or significant roles for involvement in the school?

Always

Mostly

Sometimes

Rarely

Never

22. Do you believe that enough classroom time is spent on the instruction of the essential knowledge and skills?

Always

Mostly

Sometimes

Rarely

Never

23. Do you think that your school’s vision statement needs to:

Remain as is

Be simplified

Be reevaluated

Be elaborated

Be changed completely


24. Does the principal set standards and expectations, protect instructional time and promote improvement?

Always

Mostly

Sometimes

Rarely

Never

25. Do you believe that the curriculum at the school is directed toward appropriate learning outcomes?

Always

Mostly

Sometimes

Rarely

Never

26. Do you believe that the staff accepts responsibility for each student’s learning?

Always

Mostly

Sometimes

Rarely

Never

27. Do you feel that all staff members feel capable of helping students attain mastery?

Always

Mostly

Sometimes

Rarely

Never

28. Are administrative matters dealing with students handled with a quick, efficient routine, keeping class disruptions to a minimum?

Always

Mostly

Sometimes

Rarely

Never

29. Do you believe that teachers at your campus are willing to accept responsibility for their individual and collective accomplishments in teaching the essential knowledge and skills?

Always

Mostly

Sometimes

Rarely

Never

30. Do you believe that your campus has a clearly articulated instructional school mission statement?

Yes, very clear

Somewhat clear

Difficult to understand

Needs to be revised

Not clear at all

31. Do you believe that your school’s curriculum should be directed toward learning outcomes?

Always

Mostly

Sometimes

Rarely

Never

32. Do you feel teachers at your campus continue to use instructional strategies that have been proven ineffective performance?

Always

Mostly

Sometimes

Rarely

Never

33. Do you feel your belongings and personal property are safe at school?

Always

Mostly

Sometimes

Rarely

Never

34. Do you believe that all students at your campus can learn?

Always

Mostly

Sometimes

Rarely

Never

35. Do you use the results of progress reports to improve individual student performance?

Always

Mostly

Sometimes

Rarely

Never


36. Is there a clear instructional focus representing the school’s purpose and goal?

Always

Mostly

Sometimes

Rarely

Never

37. Are the physical facilities kept clean and made attractive?

Always

Mostly

Sometimes

Rarely

Never

38. What is the single most important issue for you at school?

Safety

Adequate Teaching Materials

Student

Learning

Stress and overwork

Other

39. What is the 2nd most important issue for you at school?

Safety


Student

Learning

Stress and overwork

Other

40. What is the 3rd most important issue for you at school?

Safety


Student

Learning

Stress and overwork

Other


Parent Survey

1. Do you feel the school would benefit from requiring students to wear uniforms?

Always

Sometimes

Usually

Never

2. Do you feel that the parent meetings should be brief and completely translated?

Always

Sometimes

Usually

Never

3. Do you feel that the teachers create a secure atmosphere that allows a student to feel comfortable about asking questions?

Always

Sometimes

Usually

Never

4. Do you feel it would be beneficial for students to be issued a student ID card?

Always

Sometimes

Usually

Never

5. Do you feel that the Special Assignment Classroom (SAC) program is an effective punishment?

Always

Sometimes

Usually

Never

6. Do you feel that the teachers provide adequate feedback on assignments?

Always

Sometimes

Usually

Never

7. Do you feel that the classroom climate promotes respect between students?

Always

Sometimes

Usually

Never

8. Do you feel that the campus is a safe place for your child? Always

Sometimes

Usually

Never

9. Do you feel that teachers provide adequate role modeling for students?

Always

Sometimes

Usually

Never

10. Do you feel there is mutual respect between teachers and students?

Always

Sometimes

Usually

Never

11. Do you feel that personal contacts (written invitations, phone calls, etc.) would encourage more parental participation?

Always

Sometimes

Usually

Never


12. Do you feel the teachers’ lessons are well prepared? Always

Sometimes

Usually

Never

13. Do you feel the school encourages high expectations? Always

Sometimes

Usually

Never

14. Do you feel the faculty motivates your child? Always

Sometimes

Usually

Never

15. Do you feel the principal is an instructional leader? Always

Sometimes

Usually

Never

16. Do you feel the principal keeps you well informed? Always

Sometimes

Usually

Never

17. Do you feel that the staff accepts the responsibility for your child’s learning?

Always

Sometimes

Usually

Never

18. Do you think the faculty works together to help the students pass the TAKS?

Always

Sometimes

Usually

Never

19. Do you feel that instruction suffers because of extra-curricular activities?

Always

Sometimes

Usually

Never

20. Do you think 90% of class time is spent on learning activities?

Always

Sometimes

Usually

Never

21. Do you feel the Three Week Report is an effective way to monitor your child’s progress?

Always

Sometimes

Usually

Never

22. Do you feel you are given adequate information about the state-mandated Texas Assessment of Knowledge and Skills (TAKS)?

Always

Sometimes

Usually

Never

23. Do you think the school uses TAKS results to plan your child’s instruction?

Always

Sometimes

Usually

Never


24. Do you feel welcomed at school? Always

Sometimes

Usually

Never

25. Do you feel the programs that are available through the Parent Center are helpful?

Always

Sometimes

Usually

Never

26. If the school were to offer the following classes, would you attend?

Computer

GED

English

Citizenship

27. Would you be willing to volunteer at the school? Yes

No

28. In what area? Office

Cafeteria

Library

Outside


Principal Effectiveness Survey

Adapted from Maryland State Department of Education’s Indicators for Effective Principal Leadership in Improving Student Achievement available online at http://mdk12.org/process/leading/p_indicators.html. 1. Does the principal collaborate with faculty, staff, students,

parents, community members and district personnel in the school improvement process?

Always

Sometimes

Usually

Never

2. Does the principal share student achievement data with all stakeholders?

Always

Sometimes

Usually

Never

3. Does the principal provide time for collaborative problem solving?

Always

Sometimes

Usually

Never

4. Does the principal demonstrate effective group-process and consensus-building skills in school improvement efforts?

Always

Sometimes

Usually

Never

5. Does the principal communicate the school vision, school goals and ongoing progress toward attainment of goals to staff, parents, students and community members?

Always

Sometimes

Usually

Never

6. Does the principal recognize and celebrate the contributions of school community members to school improvement efforts?

Always

Sometimes

Usually

Never

7. Does the principal nurture and develop the leadership capabilities of others?

Always

Sometimes

Usually

Never

8. Does the principal evaluate the collaborative skills of staff and supports needs with staff?

Always

Sometimes

Usually

Never

9. Does the principal ensure that multiple sources of data are collected and used to assess student performance?

Always

Sometimes

Usually

Never

10. Does the principal engage the entire staff, parents and community members in analyzing student achievement data?

Always

Sometimes

Usually

Never

11. Does the principal identify discrepancies between current outcomes and desired outcomes?

Always

Sometimes

Usually

Never


12. Does the principal engage staff and other stakeholders in a collaborative process to clarify the problem(s)?

Always

Sometimes

Usually

Never

13. Does the principal facilitate the identification of priority needs, based on the data analysis, to address in a schoolwide effort?

Always

Sometimes

Usually

Never

14. Does the principal model the use of data to make decisions?

Always

Sometimes

Usually

Never

15. Does the principal regularly ask staff to identify the data they used in making a decision?

Always

Sometimes

Usually

Never

16. Does the principal evaluate the assessment competencies of teachers and supports gaps with staff development?

Always

Sometimes

Usually

Never

17. Does the principal use a variety of tools including technology to analyze data?

Always

Sometimes

Usually

Never

18. Does the principal ensure that the Integrated Campus Action Plan is based on data analysis and problem clarification?

Always

Sometimes

Usually

Never

19. Does the principal facilitate the development of an Integrated Campus Action Plan in which goals, evidence of attainment; objectives and strategies are clearly aligned and articulated?

Always

Sometimes

Usually

Never

20. Does the principal ensure that the Integrated Campus Action Plan has identified activities to support strategies, measures to assess progress toward goals, staff development to support staff need and staff responsible for each implementation step?

Always

Sometimes

Usually

Never

21. Does the principal ensure that assessment, curriculum, and instruction are aligned?

Always

Sometimes

Usually

Never

22. Does the principal provide opportunities for staff to learn about scientifically research-based strategies that address prioritized needs?

Always

Sometimes

Usually

Never

23. Does the principal provide opportunities for staff to network with other campuses that have excelled in areas of need to learn about successful strategies?

Always

Sometimes

Usually

Never


24. Does the principal facilitate the development of a calendar of all school improvement activities and ensures that the calendar is shared and reviewed regularly?

Always

Sometimes

Usually

Never

25. Does the principal establish a regular, predictable process to track the impact improvement efforts have on student achievement?

Always

Sometimes

Usually

Never

26. Does the principal closely monitor the systematic collection and analysis of data by staff to assess whether progress toward attainment of objectives is satisfactory of all groups of students?

Always

Sometimes

Usually

Never

27. Does the principal continuously collect and utilize data to inform instructional decisions at the building and classroom level and provide academic interventions for individuals and groups of students?

Always

Sometimes

Usually

Never

28. Does the principal use a variety of tools including technology to monitor progress?

Always

Sometimes

Usually

Never

29. Does the principal recognize the successes of key players? Always

Sometimes

Usually

Never

30. Does the principal facilitate the use of data to continuously evaluate and revise the Integrated Campus Action Plan?

Always

Sometimes

Usually

Never

31. Does the principal align all resources (monetary, staff, time and professional development opportunities) to maximize the attainment of campus performance objectives?

Always

Sometimes

Usually

Never

32. Does the principal use regularly scheduled time with staff to monitor, communicate, and provide professional development focused on school improvement efforts?

Always

Sometimes

Usually

Never

33. Does the principal support staff in making the instructional changes necessary to support school improvement efforts?

Always

Sometimes

Usually

Never

34. Does the principal align all school resources with school improvement priorities?

Always

Sometimes

Usually

Never

35. Does the principal align school improvement goals, classroom instruction, and classroom/school assessment?

Always

Sometimes

Usually

Never


36. Does the principal involve teachers in decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program?

Always

Sometimes

Usually

Never

37. Does the principal identify key processes that impact results?

Always

Sometimes

Usually

Never

38. Does the principal identify performance measures and indicators that link key instructional processes to instructional goals?

Always

Sometimes

Usually

Never

39. Does the principal communicate with decision makers outside the school?

Always

Sometimes

Usually

Never

40. Does the principal ensure that school goals are aligned to district goals?

Always

Sometimes

Usually

Never

41. Does the principal help inform district planning by articulating school needs?

Always

Sometimes

Usually

Never


Appendix D—Instructions for Completion of the Integrated Campus Action Plan Form


Instructions for Completion of the Integrated Campus Action Plan Form For assistance, call Gloria Magallanez at 434-0610.

Both the Windows and Mac versions of the Integrated Campus Action Plan 2005-2006 Form can be found on the CD included with the Integrated Campus Action Plan 2005-2006 Guidelines and Resources. The form on the CD is intended for development of the 2005-2006 ICAP and not for distribution. Records from the 2004-2005 ICAP have been rolled into the form to facilitate entering information on the 2005-2006 ICAP.

Saving the YISD ICAP 2005-2006 Solution on the Desktop 1. Double-click the CD icon.

2. Select the appropriate folder and copy to your desktop. On most systems, this can be accomplished by dragging the image onto the desktop.

Opening the YISD ICAP 2005-2006 Solution

1. Once the folder is on the desktop, double-click on the image to open.

2. Scroll down to the bottom of the folder and locate the application entitled “YISD ICAP 2005-2006 Solution”.


3. Double-click on the icon to start the application. 4. A dialog box requesting the password will appear. Each campus has been issued a unique 5-digit

number as a password to edit only the specific campus’ records. The general password for use is guest. Select OK after entering the password.

Navigating the YISD ICAP 2005-2006 Solution The first screen that will appear will be the Home screen.


On the Home screen and on all other screens is a menu bar that will facilitate navigating within the document.

When the Campuses button is selected, the following screen appears. To view the contents of an individual campus’ ICAP, select the campus.

When a campus is selected, the number of records visible becomes one, the specific campus selected. To navigate within the record, either select the forward and back buttons on the menu bar or select the layout using the layout menu button, located on the left side of the screen in the gray bar.

Please note: When a campus is selected, only that record is available. To view all records, select Show All Records from the Records menu.

Select to move to previous page. Select to move to

next page.


When the Components of ICAP button is selected, each button on the screen that appears will

link to the appropriate section of the Integrated Campus Action Plan Component. When this button is selected, all records are visible.

Two printing buttons are available on the ICAP menu bar. When a campus is selected, it is

possible to print either a section of the ICAP or the entire ICAP by selecting the appropriate button. If the Components of ICAP button has been selected and either print button is selected, it is possible that all 60 records will print. To avoid this situation, select the appropriate choice from the drop-down menu for Print: as indicated below.

Select to move within the components of the

ICAP.

Click here to move between records within a component. (i.e. To see the Campus Profile for all campuses, select the Campus Profile button and click on the bottom page to move to the next campus or drag the bookmark up and down.


To export records, select the Export Record button.

A dialog box will appear requesting information regarding the location of the file to be saved. Select the Desktop as the location for Save in:.

Name the file using the name of the campus followed by ICAP 05-06 as indicated below and click on Save.


A second dialog box will appear requesting Field Order information. Specify the Character set and select Export.

This will create a file in .tab format on the desktop. This file is to be e-mailed as an attachment to [email protected].

Entering information/data in the YISD ICAP 2005-2006 Solution

1. To enter information within a field, click anywhere in the body of the document. All fields where information may be entered will appear outlined in light gray dashed lines.

2. The program automatically saves the information as it is entered on the form. Simply exit the program to save.

Click anywhere within the document to reveal the field boundaries.


Appendix E—Peer Review Form


Integrated Campus Action Plan 2004-2005

Peer Review Form Campus: ____________________________________________

Criteria YES NO Comments

1. There is evidence data was used to determine the area of need.

2. There is evidence that goals and/or objectives reflect the AEIS indicators.

3. The objectives are about student achievement.

4. The objectives target improved performance for all students.

5. The objectives require a schoolwide focus for attainment.

6. The objectives are observable and measurable.

7. Evidence of attainment is quantifiable and sufficient to determine whether an objective will be met.

8. Checkpoints are frequent enough to monitor the progress of the campus in a timely way to make modifications if necessary.

9. There is evidence that strategies are scientifically research based and address the root causes of a problem.

10. Each strategy leads to the attainment of the objective.


Criteria YES NO Comments

11. There is evidence that all stakeholders were involved in the planning process.

12. There is clear evidence of what staff needs to know and be able to do to carry out the school plan.

13. The staff development plan is aligned with the overall plan.

14. There is evidence that staff was involved in determining the best ways to deliver staff development in the identified areas of need.

15. The Integrated Campus Action Plan contains all components.

16. All of the required areas have been addressed.

17. There is evidence of coordination and integration of Federal, State and local resources.

18. There is evidence that State Compensatory Education (SCE) funds are allocated for resources and staff.

19. There is evidence that technology is integrated in the plan.

20. There is evidence that the plan is aligned to the district vision and goals.

Reviewed by: _____________________________ Campus/Organization: _______________________________ Date: ___________

Ysleta Independent School District 9600 Sims

El Paso, Texas 79925

Hector Montenegro Superintendent

Board of Trustees

Milton L. “Mickey” Duntley President

Jesus Sanchez Vice President

Martha Y. “Marty” Reyes

Secretary

Wayne J. Belisle Parliamentarian

Linda Chavez

Trustee

Linda Hayes Trustee

Andy Ramirez

Trustee

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