Transcript 2011-12 Comprehensive Educational Plan

The CEP as a
Living
Document:
Determining the
Effectiveness of
the Plan
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Areas to be addressed
1. Making the CEP a Living Document
2. Assessing Interim Progress
3. Making Revisions to Action Plans
4. Re-aligning Resources to the CEP
5. Reflecting Back/Looking Forward
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MAKING THE CEP A LIVING
DOCUMENT
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Implementation of the Comprehensive
Educational Plan (CEP)
• The creation of the CEP is a plan for activities and
strategies that is based on the available student data.
• The plan is a living document and adjustments should be
made based on periodic reviews of that data.
• Careful implementation and continuous evidence-based
monitoring of progress are key.
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How Can Schools Make the CEP a Living
Document?
• Post CEP goals in the main office and/or lobby of
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Budget
Periodic
Progress
Data
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the school.
Review and discuss periodic student data during
monthly SLT meetings.
Provide regular updates to the SLT regarding
school programs.
Provide school budget updates to the SLT
regarding the use of funds to support the CEP.
Revise the CEP as needed to ensure that goals
and action plans meet the needs of students.
Provide access to SLT meeting minutes to the
school community.
Encourage non-SLT members to attend meetings
to create awareness regarding CEP content and
the work of the SLT.
CEP
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ASSESSING INTERIM
PROGRESS
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Assessing Interim Progress
By looking systematically at the CEP (needs, SMART goals, action plans and
indicators), constituency groups will be able to determine if the plan is reaching
desired outcomes.
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Set intervals throughout the year for
periodic review in order to determine if
the actions you are implementing are
moving the school towards meeting
annual goals.
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Include periodic data as part of the
review in order to find evidence of
progress.
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Set increments of projected gains.
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Revise action plans, as necessary.
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Indicators of Interim Progress
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In order to evaluate the effectiveness of your activity/strategy, you will need to determine
indicators for interim progress.
> Indicators are measurable and observable
> Use the measurement indicated in the annual goal to determine the interim indicators.
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When you develop your indicators, it may be helpful to ask:
> What does the outcome look like when it occurs?
> How will I know if it has happened?
> What will I be able to see?
ANNUAL GOAL: By June 2012, fifth grade students will demonstrate progress toward achieving State
standards as measured by a 5% increase in students scoring at Levels 3 & 4 on the NYS ELA
assessment.
Outcomes:
What does the outcome look like when it
occurs?
Indicator of interim progress (target):
How will I know if it has happened?
What will I be able to see?
Example:
Fifth grade students demonstrate progress in
ELA.
Example:
By the end of the first six weeks, 90% of the fifth grade
students will show a 1% increase in ELA performance on
the first interim assessment.
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Example of Measuring Interim Progress
In the example below, the overall measurement of 5% is broken up into three interim
progress targets.
ANNUAL GOAL: By June 2012, fifth grade students will demonstrate
progress toward achieving State standards as measured by a 5% increase in
students scoring at Levels 3 & 4 on the NYS ELA assessment.
90% of the fifth grade
students will
demonstrate a 1%
increase on their initial
assessment
performance results, as
indicated on the
October interim
assessment
90% of the fifth grade
students will
demonstrate a 2%
additional increase in
performance, as
indicated on the
January interim
assessment
90% of the fifth grade
students will
demonstrate a 2%
additional increase in
performance, as
indicated on the March
interim assessment
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Interim Review and Findings Worksheet
Annual SMART Goal:
Instrument of Measure:
Interval of
Periodic Review
When and how often
will you look at data?
Projected Interim
Progress (Target) Toward
Meeting the Goal
How much
progress do you expect
to make each time?
Interim Results
What were the
actual results of
interim progress?
Reflecting Back and
Looking Forward
What impact did the
activity/strategy have on
the targeted population?
What do we still need to
do?
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MAKING REVISIONS TO
ACTION PLANS
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Adjust/Modify the Plan, as Needed
If you are not meeting projected interim targets, examine
plan implementation and use of resources.
• If desired results are not being achieved, what are the
barriers?
• Adjust and modify the plan, if needed, while ensuring that
goals stay SMART.
• Share revised/updated CEP with the school community.
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Revising Action Plans
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What activities/strategies might
need to be modified?
> Does the target group
need to be adjusted?
> Does the activity need
additional supports?
> Does the timeframe need
to be modified?
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Do the activities/strategies for
parents need to be modified?
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What adjustments need to be
made to the budget?
> Are the resources
appropriate and
sustainable?
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REALIGNING RESOURCES TO
THE CEP
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Budgets Should be Driven by Data and Instructional Goals
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The CEP should guide the allocation of funds.
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There must be alignment between a supplemental program
described in the Comprehensive Educational Plan (CEP) and
the Reimbursable Allocation Category.
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The CEP also contains a section on Academic Intervention
Services (AIS). Note: AIS is a State mandate.
Align
Resources
Develop
Instructional Plan
Set Educational
Goals
Analyze Data
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A good annual planning process begins with data and goals and builds to a strategic alignment of resources.
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Networks are a key support in ensuring that principals effectively deploy the resources at their disposal to deliver on their
goals.
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Strategic resources include not only budgets but also staffing, professional development and scheduling.
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Revisions to the components of the action plans may require re-alignment of funds.
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This re-alignment of resources may include not only adjustments to budgets but also modifications to staffing,
professional development and scheduling.
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Reimbursable Basics
Types of Reimbursable Funding
•Schools receive two types of reimbursable allocations – formula
and competitive.
> Formula grants are allocated. They usually come from the State or
Federal government and pay for services to targeted populations
with specific needs (i.e. Title I, IDEA and Title III).
> Competitive grants can also come from the State or Federal
Government. Typically to receive these funds you or the
Department must submit an application by responding to a Request
For Proposal (RFP). Examples include: Learning Technology, 21st
Century Learning Communities, etc.
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Supplement not Supplant
The rule when using reimbursable funding is:
“Supplement, not Supplant ”
Use reimbursable funding to supplement (i.e. add to, or enhance)
the basic services that we are required to provide to students by
law. These basic services should be funded with tax levy
allocations.
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Purchasing with Reimbursable Dollars
In order to comply with the intent
of reimbursable dollars, all
purchases made using these
funds MUST be for
supplementary instructional
services and materials.
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Office supplies/furniture, cafeteria / gym supplies, SLT remuneration payments
and basic classroom furniture are NOT ALLOWABLE expenditures using
reimbursable funds.
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Disallowances occur when reimbursable funding is used inappropriately.
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Ongoing review is required so that funding is spent according to the approved
program plan (competitive grants) and/or allowable guidelines (formula –based
grants).
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Title I Fiscal and Administrative Requirements
Allocation Set-Asides As per the current federal regulations, all Title I schools
must set-aside the following minimum amounts from their
total Title I allocation to support required activities:
GALAXY
ABC HS
Allocation Category
FY 2012
ARRA RTTT Citywide Inst Exp
7,500
ARRA RTTT Data Specialist
2,215
Contract For Excellence FY 09
HS
IDEA IEP Para
IDEA Mandated Counseling
Shared
IDEA SBST SHARED
SELF SUSTAINING 10
Title I SWP
TITLE I TRANSLATION
SERVICES
Title I Translation SWP
Title III LEP
163,549
63,355
TBD
57,527
TBD
1,128,734
1540
2,999
11,200
•1% for Parent Involvement
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Schools (SLTs) must consult with the
parents/guardians of students (through the Title I
parent committee) served in the Title I program
regarding the use of these funds. These funds are to
be used to support increased parent involvement in
activities/strategies aligned with each of the CEP goals
and the school’s Parent Involvement Policy to
improve student achievement.
•5% for Highly Qualified Teacher Requirements
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Schools that have not yet achieved the 100% HQT
requirement must set-aside at least 5% of their Title I
allocation to support allowable activities to meet this
goal.
•10% for Professional Development
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Schools must set aside and spend at least 10% of
their Title I allocation for high quality professional
development and to address requirements for schools
identified as in need of improvement (SINI) to improve
instruction in the academic area(s) of identification and
for student subgroups that have not made adequate
yearly progress (AYP).
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REFLECTING BACK AND
LOOKING FORWARD
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SLT Annual Review of the CEP: Reflecting
Back and Looking Forward
• An annual review of the CEP, including the evaluation of
Title I parent involvement policy and the school-parent
compact, is required.
• Title I parent representatives (through the Title I parent
committee) must be involved and their participation
should be documented by the SLT.
• the annual review of the CEP should be conducted each
spring (typically during the May or June SLT meeting).
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Evaluating the Overall Effectiveness of the Plan
This suggested worksheet can be used as a resource tool to help schools gauge the
effectiveness of the CEP. The responses provided should be based on observable
and/or measurable outcomes.
Annual SMART Goal
Reflecting Back:
Looking Forward
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What have we done?
How well did we do it?
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What impact did the plan have
on the targeted population?
What do we still need to do?
Qualitative Indicators
Evidence based on observation,
surveys, feedback, trends, etc.
Quantitative Indicators
Evidence based on student
performance data.
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