Continuous Improvement Planning CNA T RAINING S M ORE L INK: W W W.SM ORE.COM/YGDA E

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1 Continuous Improvement Planning CNA T RAINING S M ORE L INK: W W W.SM ORE.COM/YGDA E

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3 Comprehensive Needs Assessment

4 Planning Team State (TEC) Professional Staff Parents of Students Enrolled Community Members Business/Industry Representatives Federal (ESEA) Teachers, Principals, Administrators, Pupil Services Personnel Parents and community members Technical Assistance Providers Secondary Students

5 FOR REFORM AND IMPROVEMENT

6 Comprehensive Needs Assessment We want to gather and analyze data that will help us understand the system that produces the results we are getting from random acts of improvement to focused improvement that centers on improving results for students. - Victoria Bernhardt

7 Comprehensive Needs Assessment Drives Campus Improvement Plan 5 Components Establish a schoolwide planning team Clarify the vision for reform Create the campus profile Identify data sources Analyze data

8 Comprehensive Needs Assessment CNA Must Include Summary Strengths Needs Problem statement Root cause*

9 Comprehensive Needs Assessment Multiple Measures of Data: 1. Demographics 2. Student Academic Achievement 3. District Processes & Programs 4. Perceptions

10 8 Areas to Evaluate DEMOGRAPHICS TECHNOLOGY STUDENT ACHIEVEMENT Data analyzed in isolation SCHOOL ORGANIZATION FAMILY & COMMUNITY ENGAGEMENT CNA STAFF QUALITY RECRUITMENT RETENTION SCHOOL CULTURE & CLIMATE CURRICULUM INSTRUCTION ASSESSMENT

11 Connecting the CNA Data INTERSECTIONS

12 Demographics STUDENT ACHIEVEMENT Student Achievement CNA Perceptions CURRICULUM INSTRUCTION ASSESSMENT RECRUITMENT RETENTION TECHNOLOGY Processes and Programs SCHOOL ORGANIZATI ON

13 Getting The Work Done School Based Teams: Grade levels Departments Vertical teams Parents Community and Business Members

14 Campus Voice Share your insight With the table next to you, share your current CNA process.

15 Plan4Learning

16 Plan4Learning

17 Plan4Learning

18 Texas Accountability Intervention System (TAIS)

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20 Data Analysis Data Analysis WHAT Implement & Monitor Needs Assessment WHY Improvemen t Plan HOW Purpose Identify trends in your data Develop problem statements based on objective data findings

21 Sorting through the data

22 CSF Data Sources

23 Narrow the scope of Data Using the labels below, categorize the data sources 1. Demographics 2. Perceptions 3. Student Achievement 4. Processes and Programs

24 Comprehensive Needs Assessment Purpose Data Analysis WHAT Implement & Monitor Needs Assessment WHY Improvement Plan HOW o Conduct a root cause analysis o Determine why gaps exist o Review additional data sources o Identify root causes

25 Significance of the root cause It s a HYPOTHESIS If we drill down, we may be able to solve the problem

26 Root Cause Analysis Protocols Root Cause Analysis Protocols Link Root Cause Video Link

27 Root Cause Checklist 1. What is the proof that this cause exists? Is it measurable? Are there more than two data elements that provide evidence? 2. How do we know that addressing the cause could lead to achieving the vision? 3. How do we know that this cause actually contributed to the problems? 4. Can anything else, besides this cause, lead to the problem statement(s)? Did we drill down far enough? 5. Does the statement meet the definition of a systemic root cause: Persistent/pervasive condition Affects most levels of a campus

28 DIP/CIP Improvement Plan Purpose Data Analysis Implement & Monitor Needs Assessment Improvement Plan o Create performance objectives o Identify a strategy o Identify funding source o Identify person responsible

29 Making Connections

30 5 SAISD DIP/CIP Goals o Based on Superintendent's 10 Goals o 5 Years

31 Creating Performance Objectives Goals (provided for you) Goals are broad Goals are general intentions Performance Objectives (some are provided) Objectives are narrow Objectives are precise Goals are abstract Objectives are concrete.

32 Specific Measurable Aspirational Relevant Time-Bound

33 Deciding on a Strategy o Spells out course of action tell how o Gives direction o Makes the objective manageable o Identifies specific adults and behaviors o Identifies knowledge and skills odemonstrates a statistically significant effect on improving student outcomes or other relevant outcomes (evidence-based)

34 A Performance Objective and Strategies Focused on Results 100% of teachers received training in sheltered instruction. Resultsfocused Processfocused By the end of the 1 st nine weeks, 100% of teachers are including appropriate language objectives in their lesson plans. BY THE END OF THE 1 ST NINE WEEKS, 100% OF TEACHERS ARE INCLUDING APPROPRIATE LANGUAGE OBJECTIVES IN THEIR LESSON PLANS TO PROVIDE STUDENTS THE OPPORTUNITY TO WORK IN MULTIPLE LANGUAGE DOMAINS. Strategies with results focused on student impact.

35 Drafting Strategies 1. Collaborate as a team to develop one strategy 2. Recorder will post strategy on the wall 3. As a group, stand next to your strategy 4. Rotate clockwise to the next group strategy 5. Provide feedback on the strategy 1. Is it SMART? 2. Is it aligned with the goal? 3. Is it aligned to the root cause? 4. Does it change adult behavior? 5. Does it increase student outcomes?

36 Implement & Monitor Purpose Data Analysis Implement & Monitor Needs Assessment Improvement Plan o Review data by quarter o Determine level of impact o Ensure quarterly reporting in Plan4Learning o Adjustments to the plan ensure success

37 Evidence of Implementation and Impact o Implementation o Did we do what we said we would do? o Impact o Did it make any difference? o Did it result in expected outcomes?

38 Potential Challenges in Implementation and Monitoring Remember: Plans are not written in stone. Plans are living and working documents.

39 Potential Challenges in Implementation and Monitoring It is better to than to continue the

40 Adjusting our Plans Students will be provided with necessary interventions, enhancement, and differentiation as determined by assessment data using Fountas and Pinnell. Students in Tier 2 or 3 will receive additional intervention both during and after school for targeted assistance. Data shows 56% of 1 st graders are reading on grade level 58% of 2 nd graders are reading on grade level 62% of 3 rd graders are reading on grade level 22% of 4 th graders are reading on grade level 75% of 5 th graders are reading on grade level

41 Quarterly Check-In Expectations o Set inter-quarterly dates to discuss progress. o Don t wait until mid-year submission to reflect and make adjustments. o End of Year Summative Evaluation omake this a CLT agenda item

42 Plan4Learning CNA Documentation 1. Committees 2. Meeting Logs 3. Plan Addendums

43 Timeline 3/5/18 begin CNA process. 3/5/18-3/8/18 & 3/20/18 provide training for campus teams 3/27/18, 4/2/18 provide training for departments 4/6/ Program Improvement Plan (I.E. Department Improvement plan) and Department Comprehensive Needs Assessment completed in Plan4Learning 4/20/ Campus CNA completed in Plan4Learning 5/1/18 Federal Programs will provide budget template to campuses and departments 5/18/18 Campus and Department Budgets due to Federal Programs 5/18/18 Campus CIP due in Plan4Learning June 2018 Federal Programs Department will submit Grant Application to TEA by mandated deadline based on the completed CNAs, CIPs and budgets provided by campuses and departments June 2018 Campuses and Departments must revisit the CNA and CIP process to ensure the latest student achievement and other sources of data are updated.

44 Helpful Links Plan4learning - TAIS Resources - SAISD School Improvement - SAISD Federal Programs - ESSA Evidence Based Examples es&catid=48%3aonline-manualforms-&itemid=38 ESC 11 Presentation - nt.pdf TEA CNA Resources - ide_programs Comprehensive_Needs_Assessment/

45 Thank You Mark Cantu Director of School Improvement