TODAY’S OUTCOME
Work with peers to begin development of
2016-17 campus improvement plans and
prepare for leading campus teams in
completing the work
NEED FOR ALIGNMENT
District Plan
Four Big Goals
Campus
Plan
Objectives?
Strategies?
Actions?
Department
Plan
District
Dept Plan
Improvement
Plan
CIP
IMPROVEMENT APPROACH
• Improve alignment between district, campus, and department plans
• Reduce plan length by focusing on fewer, broader-based strategies
• Deliver the DIP in a timely manner as to allow campuses ample time
to begin or complete CIPs with campus staff prior to school opening
• Provide opportunities for principals to collaborate on CIP
development to improve end products and minimize redundant
design efforts
IMPROVEMENT PLAN ORGANIZATION
2015-2016
Goal
Performance Objective
Strategy
Strategy
Strategy
Performance Objective
Strategy
Strategy
2016-2017
Goal
Timeframe
Performance Objective
Strategy
Action
Action
Action
Strategy
Action
Action
DIP GOALS
Today’s focus
Goal 1: All students will achieve their full potential by taking ownership
of their learning and setting high academic goals.
Goal 2: All students and staff will demonstrate personal responsibility
and integrity reflective of noble character by using their unique gifts
and talents as productive members of the global community.
Goal 3: All students and staff will learn and work in a safe and
responsive environment.
Goal 4: All levels of the organization will systematically improve
performance by increasing efficiency and effectiveness of operations.
STANDARDS SCHMANDARDS
STAAR Level II Standards
Phase-in vs. Progression
Level II Final
Standard Deviations
below Final Recommended
0.0
Phase-in
Progression
-0.2
Phase 3
-0.4
-0.6
Phase 2
-0.8
Approximately 2 items
-1.0
Phase 1
-1.2
2012
2013
2014
2015
2016
2017
Testing Year
2018
2019
2020
2021
2022
2023
GOAL 1 PERFORMANCE OBJECTIVES
GOAL 1 PERFORMANCE OBJECTIVES
Index 1
Achievement
Index 2
Progress
Index 3
Closing Gaps
Percentage of tests in which students met the Level II standard
Percentage of tests in which students met or exceeded progress
in reading and math
Percentage of tests in which students from economically disadvantaged and
lowest performing race/ethnicity subgroups met Level II or Level III standard
Percentage of students meeting Level II final standard on two or more tests
Graduation rate, diploma plan rate, percentage meeting college/career
Postsecondary readiness component (met TSI, advanced/dual completion, CTE sequence)
Index 4
Distinction Designations
DISTINCTION DESIGNATIONS
ELA Indicators
Mathematics Indicators
GOAL 1 PERFORMANCE OBJECTIVES
1.1. Increase performance on Index 1 (Student Achievement) of the state
accountability system by 5 points over 2016. (District in 2015 = 81)
1.2. Increase performance on Index 2 (Student Progress) of the state accountability
system by 5 points over 2016. (2015 = 36)
1.3. Increase performance on Index 3 (Closing Performance Gaps) of the state
accountability system by 5 points over 2016. (2015 = 43)
1.4. Increase performance on Index 4 (Postsecondary Readiness) of the state
accountability system by 5 points over 2016. (2015 = 72)
1.5. Increase the total number of campus distinction designations earned by 10% as
compared to 2016. (2015 = 80)
EXPECTATIONS FOR CAMPUS PLANS
• Perform a Comprehensive Needs Assessment (CNA) including summary, strengths,
needs (OFIs), and data sources (Data Documentation)
• Demographics
• Student and staff background (see 2015 TAPR or Fall 2015 PEIMS reports)
• Attendance, discipline, dropout/graduation
• Student Achievement
• State accountability, including indexes, distinctions, and safeguards
• State assessments (STAAR, TELPAS)
• Other assessments (STAR Reading/Math, CBAs, SAT/ACT/PSAT/AP)
• Identify key areas of focus for 2016-2017
• Title I campuses must identify areas where expenditures are planned
EXPECTATIONS FOR CAMPUS PLANS
• Enter plans into plan4learning
• CNA/Data Documentation
• Goals – copy from district plan
• Performance objectives for Goal 1
• Copy from district plan for Objectives 1 – 4 (based on 4 indexes)
• Modify Objective 5 for your campus (e.g. Increase number of distinctions earned by 2)
• Use district Strategies and Actions to create aligned campus strategies and actions
• Start focusing on Goal 1
• Use the Evidence that Demonstrates Success field in plan4learning to capture actions
EXPECTATIONS FOR CAMPUS PLANS
DIP/CIP TENTATIVE TIMELINE
April 25, 2016
Present draft DIP to TEE for feedback and possible approval
July 28, 2016
Present DIP as Information Item at Board Meeting
August 25, 2016
Present DIP as Discussion/Action item at Board Meeting for
possible approval
September 5, 2016
Draft CIPs submitted to central administration for compliance
review
September 12, 2016 Present approved DIP to TEE committee
September 22, 2016 First reading of CIPs as Information Item at Board Meeting
October 2016
Select campuses share CIPs at Board carousel
October 27, 2016
Board Discussion/Action Item and possible approval of CIPs
PLANS FOR TODAY
• Model development of campus Goal 1 strategies and actions based on district
strategies/actions
• Collaborate with peers to develop shared or unique strategies/actions
• Review all district Goal 1 strategies to improve understanding of how they may
be applied at the campus level
1.1.1 MODEL, THINK, COLLABORATE
1.1.1.Support implementation of Tier 1 Priorities within each content area
A. Refine and implement a process for providing campuses with actionable
feedback relative to Tier I priority implementation.
B. Develop and implement a plan to increase leadership density throughout
the system around Tier I priority implementation.
C. Provide necessary resources to implement Tier I priorities.
D. Evaluate the efficacy of the implementation of Tier I priorities.
E. Support campuses in use of screener data to provide differentiated Tier I
instruction.
COLLABORATION TIME
Study and
Circle
• Study DIP
strategy and
actions
• Circle key
words
Decide and
Write
Specify and
Refine
• Decide:
• Keep district
strategy
• Change wording in
district strategy
• Make action into
strategy
• Write campus actions
• Look at district actions and
make a decision: revise, add,
delete
• Refer to Tier 1 Priority
Implementation Plans for
actions that can transfer
• Refer to Learning Expectations
Rubric for actions that can
transfer
• Write campus
strategy
1.1.2 MODEL, THINK, COLLABORATE
1.1.2. Develop a district-wide approach to embed literacy instruction in all
content areas.
A. Research and define literacy and its relationship to the new
generation of assessments.
B. Identify grade level and content-appropriate strategies to
address literacy.
C. Clarify the role of literacy in the Tier I priorities in each
content area.
COLLABORATION TIME
Study and
Circle
• Study DIP
strategy and
actions
• Circle key
words
Decide and
Write
Specify and
Refine
• Decide:
• Keep district
strategy
• Change wording in
district strategy
• Make action into
strategy
• Write campus actions
• Look at district actions and
make a decision: revise, add,
delete
• Refer to Tier 1 Priority
Implementation Plans for
actions that can transfer
• Refer to Learning Expectations
Rubric for actions that can
transfer
• Write campus
strategy
1.1.3 MODEL, THINK, COLLABORATE
1.1.3. Align specialized services to general education Tier I instruction to enhance student
performance as appropriate to individual student needs.
A. Define and standardize processes for making decisions regarding programming,
assessment, supports, and accommodations for all students receiving specialized
services.
B. Provide necessary resources to implement Tier I priorities for students receiving
services in specialized settings as appropriate to individual student needs.
C. Provide training to general education teachers to support the learning of students
receiving specialized services.
D. Provide information to staff, parents, and community about specialized programs.
E. Ensure that all teachers providing specialized services receive training in Tier I
priorities and strategies aligned to program requirements.
F. Evaluate the current RtI model.
G. Utilize recommendations from the RtI evaluation to make program adjustments.
1.1.4 MODEL, THINK, COLLABORATE
1.1.4. Align and revise the comprehensive professional learning plan to
address the needs of adult learners.
A. Perform a needs assessment to identify gaps in meeting
the needs of adult learners.
B. Develop a framework that facilitates personalized learning
for staff.
C. Allocate resources to support the professional learning
plan.
D. Develop processes to manage evidence of learning.
COLLABORATION TIME
Study and
Circle
• Study DIP
strategy and
actions
• Circle key
words
Decide and
Write
Specify and
Refine
• Decide:
• Keep district
strategy
• Change wording in
district strategy
• Make action into
strategy
• Write campus actions
• Look at district actions and
make a decision: revise, add,
delete
• Refer to Tier 1 Priority
Implementation Plans for
actions that can transfer
• Refer to Learning Expectations
Rubric for actions that can
transfer
• Write campus
strategy
REMAINING GOAL 1 STRATEGIES
Perf Obj
Strategies
1.2. Increase performance on Index 2 (Student Progress) of the state accountability system by 5 points over
2016. (District in 2015 = 36)
1.2.1. Design and implement a system of classroom continuous improvement.
1.3. Increase performance on Index 3 (Closing Performance Gaps) of the state accountability system by 5 points
over 2016. (District in 2015 = 43)
1.3.1. Develop a district framework that builds strong, equitable, and responsive learning
environments to close learning gaps and create learning opportunities.
1.4. Increase performance on Index 4 (Postsecondary Readiness) of the state accountability system by 5 points
over 2016. (District in 2015 = 72)
1.4.1. Develop and implement a plan to design student tasks and assessments aligned with the
rigor of the standards.
1.4.2. Develop and implement a plan to increase the number of students earning postsecondary
credit or certifications while in high school.
1.4.3. Develop and implement an articulated plan to ensure that students at-risk of not
graduating remain in school and receive an appropriate diploma to meet or exceed their
postsecondary needs.
1.5. Increase the number of campus distinction designations earned by 10% as compared to 2016. (All
campuses in 2015 = 80)
1.5.1. Develop and implement a district-wide program to increase student and staff attendance.
COLLABORATION TIME
Study and
Circle
• Study DIP
strategy and
actions
• Circle key
words
Decide and
Write
Specify and
Refine
• Decide:
• Keep district
strategy
• Change wording in
district strategy
• Make action into
strategy
• Write campus actions
• Look at district actions and
make a decision: revise, add,
delete
• Refer to Tier 1 Priority
Implementation Plans for
actions that can transfer
• Refer to Learning Expectations
Rubric for actions that can
transfer
• Write campus
strategy