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Dr. Gene Sheets, PSP Jennifer De Leon, ESC 17. * Objectives: * To distinguish between a corrective action and an improvement strategy * To develop concise.

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Presentation on theme: "Dr. Gene Sheets, PSP Jennifer De Leon, ESC 17. * Objectives: * To distinguish between a corrective action and an improvement strategy * To develop concise."— Presentation transcript:

1 Dr. Gene Sheets, PSP Jennifer De Leon, ESC 17


3 * Objectives: * To distinguish between a corrective action and an improvement strategy * To develop concise corrective actions and improvement strategies. * To develop a planning process that works for your district and campus


5 * IP – improvement plan * Addresses the results and findings from all required interventions * Provides the LEA with a working document to implement activities designed to improve student academic performance


7 * Sample of IP statement * Create a district-wide committee to analyze the progress of the development and implementation of the curriculum focusing on Common Core Assessments, and classroom assessments. This team will also be utilized to analyze the walkthrough tools to include sheltered instruction, ELPS, and differentiated instruction. Administration will use this template for training and learning walks to consistently apply the walk through template.

8 * CAP – Corrective Action Plan * Addresses and corrects noncompliance issues identified during any intervention activities * Results in elevated interventions and/or sanctions if not corrected as soon as possible


10 * Sample of CAP * Review the district's operating guidelines for Special Education Placements to ensure that placement decisions are based on the child's IEP. Communicate to administrators that student services do not change unless an ARD meeting is held determining a need for the change. The policy and procedure will be communicated with campus administrators and teachers to ensure understanding and compliance. (2) Campus Diagnostician will review class schedules and IEPs of Life Skills students to determine which students did not receive inclusion services during the 2011-2012 school year and will convene ARDs to decide if FAPE has been denied due to IEPs not being followed as written; compensatory services will be considered, if appropriate.

11 * ISSUES: District vs. Campus * No overlap * No teamwork * No alignment * No collaboration





16 Board President Board Vice President Board Secretary Board Member Superintendent Assistant Superintendent Business Manager High School Principal Watson Jr. High Principal DeShazo Principal Dillman Principal Special Education Director Facilities Director Technology Director Athletic Director Federal Programs Director

17 AGENDA 8:00-8:15 – Breakfast 8:15-8:30 – Welcome, Objectives, Expectations, Logistics 8:30-9:15 – Introductions of Participants 9:15-10:45 – Celebration of Accomplishments 10:45-11:00 – (Break) 11:00-12:00 – Data Analysis 12:00-12:45 – Lunch 12:45-1:45 – Identification of Critical Issues 1:45-2:00 – (Break) 2:00-3:30 – Explanation of Critical Issues 3:30-3:45 – Prioritization of the District Critical Issues 3:45-4:00 – (Break) 4:00-4:45 – Development of “Draft” Goal Statements 4:45-5:00 – Closing

18 District-wide ACCOMPLISHMENTS Given your knowledge of the district function areas, list below your choice of the district’s three greatest accomplishments in the last twelve months. Top two to three accomplishments: 1. 2. 3.

19 ACCOMPLISHMENTS Federal Programs - Rosetta Stone– Parent language acquisition Athletics - Girls offseason workouts Maintenance - Instruction during construction Dillman Elementary - TEAM room Special Education - Autism child reading improvement Watson Junior High School - Inclusion on campus Muleshoe High School – Math & Science TAKS scores B USINESS OFFICE - Balanced budget Assistant Superintendent - Credit recovery program Superintendent - C Scope process/implementation

20 TAKS RESULTS DESHAZO ELEMENTARY ALLHISPANICWHITESES READINGYESNOYESNOYESNOYESNO GRADE 31107897210897 GRADE 4851468131717413 GRADE 5931741190751 TOTAL288222312157123821 TOTAL %92.90%91.67%98.28%91.89% ALLHISPANICWHITESES MATHYESNOYESNOYESNOYESNO GRADE 31152942210951 GRADE 4831568131527512 GRADE 5895705190716 TOTAL287222322055224119 TOTAL %92.88%92.06%96.49%92.69% ALLHISPANICWHITESES WRITINGYESNOYESNOYESNOYESNO GRADE 41000810180870 TOTAL1000810180870 TOTAL %100.00%

21 Comprehensive Needs Assessment - Focus Areas Demographics Student Achievement School Culture and Climate Staff Quality, Recruitment and Retention Curriculum, Instruction, and Assessment Family and Community Involvement School Organization Technology

22 Who? Parents and Other Members of the Community Teachers Principals Administrators Pupil Services Personnel Professional Service Providers Secondary Students, if appropriate

23 Family & Community Involvement What types of community partnerships exist to support families and students? How are families and community members involved in school decisions? What types of services are available to support students in special programs? Does the school communicate effectively in languages other than English?

24 Parent CNA Survey Summary 2009-2010

25 CNA Summary

26 CNA Summary Priorities Given the scope of the CNA review, what are the organization’s critical needs? How do we convey these as ‘Summary Priorities’? How are the ‘Summary Priorities’ reflected in the improvement plan? How are expenditures linked to the CNA ‘Summary Priorities’ and improvement plans?

27 District-wide CRITICAL ISSUES Using your knowledge of the various district function areas and the environments outside the district, list your choice of the district’s three top critical issues Be prepared to give your reasons for selecting each of the critical issues. A critical issue is a situation, trend or condition that, if not addressed, will block the district’s ability to accomplish its vision and mission in the next one to three years. Critical Issues are NOT solutions. They may have a positive or negative impact. Top Three Critical Issues that must be addressed in the next 1 to 3 years: 1. 2. 3.

28 CRITICAL ISSUES o.budget--staffing patterns p.AYP q.vocational training r.improvement vs. passing--TAKS s.EOC/technology t.DAEP u.end of stimulus money v.campus security in the classroom x.curriculum not aligned y.LEP students and scores z.HS counselor aa.district counselor--LPC cc.bullying/discipline

29 COMBINED CRITICAL ISSUES g.TAKS/STAAR/EOC tests p.AYP scores y.LEP students and scores d.commended performance r.improvement vs. passing--TAKS x.curriculum not aligned s.EOC/technology b.Parental Involvement a.understanding parents f.communicating with public

30 TOP PRIORITY CRITICAL ISSUES I. TAKS/STAAR/EOC (G) – 47 POINTS AYP (P) Science Scores (K) LEP students and scores (Y) Commended Performance (D) Improvement vs. passing –TAKS (R) Curriculum not Aligned (X) EOC/Technology (S) II. Parental Involvement – 39 POINTS Understanding Parents (A) Communicating with Public (F)

31 Muleshoe Independent School District 2009-2010 Goals Goal #1: Muleshoe ISD will provide a comprehensive instructional environment to ensure that all students meet graduation requirements. Goal #2: Muleshoe ISD will incorporate proactive and consistent strategies to promote parental involvement.

32 Administrators and Committee develop objectives and strategies to create the District Improvement Plan. Each Campus SBDM Committee develops Goals, Objectives, and Strategies (beginning with District Goals) for each campus. Any corrective actions identified by the district are also incorporated into the District/Campus Improvement Plans and monitored throughout the year with reports to the Board of Trustees on progress.


34 * District Goals * PSP roles in planning * Improvement Plan Strategies vs. Corrective Action Plans


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