Comprehensive Needs Assessment/ Campus Improvement Plans 1 Agenda ▪ Overview ▪ Comprehensive Needs Assessment ▪ Campus Improvement Plan ▪ Evaluation ▪ ESSA Application 2
1 Overview CNA/CIP 3 4
Building the Plane While We Fly ▪ Awaiting USDE Non-Regulatory Guidance for Title I-A ▪ Awaiting Supplement, Not Supplant Non-Regulatory Guidance ▪ New administration → Many unknowns 5 The Law ESSA Sec. 1114 (b)(1) An eligible school operating a schoolwide program shall develop a comprehensive plan ... 6
The New Role for LEAs under ESSA 7 ESSA: New Roles for State & LEAs 8
Commissioner’s Priorities 1 2 3 4 9 Areas to CNA Should Address... 10
DOCUMENT! Who Is Involved? ▪ Parents ▪ Community/Business Members ▪ Teachers ▪ Principals ▪ Administrators (incl. administrators of ESSA If appropriate, also include: pupil services personnel, technical assistance programs) providers, school staff, and students if secondary campus. 11 SBDM Informational Brochure See our LiveBinder www.esc15.net/nclblivebinder Can use to 12
Tools Available 13 14
Why Planning Matters 15 2 CNA Comprehensive Needs Assessment 16
Comprehensive Needs Assessment Comprehensive... (Improvement Process) is the Driving Force which impacts the development of District/campus improvement plans District/campus parental involvement policies School-parent compact Title IV ( ≥ $30,000 award) Equity Plan ESSA Application Migrant Program EL Program SCE Program Accountability Strategies 17 Elementary and Secondary Education Act of 1965 CNA... [As Amended Through P.L. 114–95 (ESSA), Enacted December 10, 2015] Sec. 1114, (b) (6) ”...takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or at-risk of failing, to meet challenging State academic standards and any other factors as determined by the LEA…” 18
CNA... 19 20
Federal (ESEA Waiver) •Districts & Campuses •Priority or Focus •Annual Measureable Objectives / Graduation Rate State Accountability •Districts & Campuses •Improvement Required or Met Standard •4 Indexes & System Safeguards •CaSE Ratings Performance-Based Monitoring (PBM) •Districts •Staging •Performance-Based Monitoring Analysis System 21 Starting point... 22
23 How will the team organize work? Establishing a How will members establish effective working schoolwide planning relationships with self/constituent groups? team... How will members communicate with groups they represent/community members who have a stake in success of program? How much autonomy does team have in decision making? -Use of an existing group will avoid duplication of effort and capitalize on the collective experience and expertise in the school as long as all the appropriate participants are represented -Parents and business community members should also be actively recruited 24
Clarifying a vision for reform ... Purpose is to understand that the vision serves to: Inspire, motivate, and engage all stakeholders Sets the context for systemic change 25 Designing Schoolwide Programs Student Needs The school profile... Curriculum and Instruction Professional Development Family/Community Involvement School Context/Organization TAIS-CSFs Academic Performance Use of Quality Data to Drive Instruction Leadership Effectiveness Increased Learning Time Family/Community Engagement School Climate Teacher Quality 26
Identifying data sources... 27 28 NCLB Livebinder - Comprehensive Needs Assessment Tool
Commissioner’s Priorities 1 2 3 4 29 30
Now that you have the necessary components to review... 31 Analyzing data... 32
NCLB Livebinder CNA - Guidance 33 Analyze Data Process 1. Review Vision/School Profile/Data Sources 2. Review Data a. Stakeholders grouped (no more than 8 in a group b. Data grouped to match number of Stakeholder groups (6 groups = 6 tables of data) c. Review Data and write down strengths/weaknesses supported by the data d. All Stakeholders rotate through all of the data tables 3. Gallery Walk a. Post each data point on a chart with a column for strengths and weaknesses b. Stakeholders choose their top two strengths and weaknesses for each data point c. Review and agree on the top three weaknesses identified for each data point d. Gather more data, if needed, to support these identified weaknesses 4. As a group, review and agree on top weaknesses in each area 34
35 Aim of CNA... The ultimate aim of the Comprehensive Needs Assessment is to increase student performance . 36
Annual Review The comprehensive needs assessment is an on-going process of review, revision, improvement, and then clarifying the vision/mission of the Local Education Agency. 37 Resources 38 TEA - General Information about Schoolwide Programs NCLB Livebinder CNA - Guidance NCLB Livebinder Comprehensive Needs Assessment Tool
3 CIP Campus Improvement Plan 39 ESSA does not ● have a similar list of components which we are accustomed to using There are ● requirements, but we are unsure how they are to be identified in CIPs. CIP Validations by ● TEA?? 40
Title I Requirements ▪ Describe how school will use Title I-A resources to implement ESSA requirements ▪ Clearly incorporate all required “Strategies” ▪ Include a list of state & federal programs whose funds will be consolidated to implement the SW Program (if “Title I Only” consolidation, say so) 41 List of State & Federal Resources 42
State Comp Ed Briefly describe SCE program ▪ List state at-risk criteria, as well as any local ▪ criteria added by the district Include a description of entry/exit procedures ▪ State your total number of Full Time Equivalents ▪ (FTEs) funded through SCE SCE Program Evaluation - previous to present ▪ year data (assessment data; dropout numbers; budget summary) 43 SCE - List of Indicators 44
SCE - FTEs, Entry/Exit Procedures 45 SCE - Evaluation & Program Description 46
Goals NCLB ESSA 47 LEA Plan Requirements LEA Plan Requirements 48
LEA Plan Requirements LEA Plan Requirements 1. Monitor student progress - include how LEA will monitor students’ progress by a. Developing and implementing a well-rounded program of instruction to meet the academic needs of all students b. Identifying students who may be at risk for academic failure c. Providing additional educational assistance to individual students that LEA/campus determines need help in meeting state standards d. Identifying and implementing instructional and other strategies intended to strengthen academic programs and improve school conditions for students learning 49 LEA Plan Requirements LEA Plan Requirements 2. Equity Plan - how will LEA identify and address any disparities that result in low-income students and minority students being taught at higher rates by ineffective, inexperienced, or out-of-field teachers Required Equity Plan submission by November 1, 2017 *Consider attending Equity Plan Toolkit training March 30 - Session #029061 (TEA: morning) Session #028993 (Toolkit: afternoon)* 50
LEA Plan Requirements LEA Plan Requirements 3. School Support & Improvement - how LEA will carry out responsibilities for comprehensive support and improvement (formerly Priority campuses) and targeted support and improvement (formerly Focus campuses) activities. 4. Poverty Criteria - what poverty criteria will be used to select school attendance areas for ranking/serving Title I eligible schools 51 LEA Plan Requirements LEA Plan Requirements 5. Targeted and Schoolwide Programs - general nature of TA and SW programs conducted by LEA’s schools and, where appropriate, what educational services will be provided to children living in local institutions for neglected/delinquent children 6. Homeless Students - what services will LEA provide to homeless children 52
LEA Plan Requirements LEA Plan Requirements 7. Parent & Family Engagement - what strategies will LEA use to implement effective parent/family engagement 8. Early Childhood Education - how will LEA support, coordinate, and integrate Title I services with early childhood education programs, including transition of participants into elementary school 53 LEA Plan Requirements LEA Plan Requirements 9. Identifying Targeted Participants - (LEAs with Targeted campuses) how teachers and school leaders, in consultation with parents and other staff, will identify the eligible children most in need of Title I services 54
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