Transcript Strategic Planning Process

Region 8 Education Service Center
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Develop an understanding of the
characteristics and requirements of a CNA.
Develop an understanding of the CNA
process.
Provide/overview resources to assist in
conducting a CNA.
It’s a process, not an event…
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A systematic use of data to acquire an
accurate, thorough picture of the strengths
and weaknesses of a school community.
Used for the purpose of prioritizing needs
and providing direction for the school.
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A CNA provides the documentation
necessary to validate Federal and State
requirements.
The pre-work for District and Campus
Improvement Plans
Part of the Continuous Improvement Process
Cycle.
Needs Assessment
• Data collection
• Analysis
• Narratives/Summaries
Summative
Evaluation
Goals &
Objectives
Ongoing
Formative
Evaluation
Strategies &
Activities
Implementation
• Who?
• What?
• What do we need?
Professional
Development &
Sustained Support
Student
Performance
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It is legislated in the Texas Education CodeTEC Sec. 11.252
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The district improvement plan must include the following:
◦ A comprehensive needs assessment addressing district
student performance on the student achievement
indicators, and other appropriate measures of
performance, that are disaggregated by all student
groups served by the district, including categories of
ethnicity, socioeconomic status, sex, and populations
served by special programs, including students in
special education programs under Subchapter A,
Chapter 29
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It is legislated in No Child Left Behind
◦ A school-wide program [Public Law 107-110,
Section 1114 (b) (1) (A)] shall include a
comprehensive needs assessment of the entire
school that is based on information on the
performance of children in relation to the state
content standards and the state performance
standards.
◦ In a targeted assistance school [Section 1115 (A)
and (B)], the CNA process is useful in determining
which students are most in need of Title I services.
It’s Good Practice!
Serves as a review process for determining the
effectiveness of educational programs for all
student populations.
 Serves as a review process for determining the
effectiveness of current DIP and CIPs.
 Provides the justification for Goals, Objectives,
Strategies, and Actions for future DIP and CIPs.
 Provides “focus” for school improvement and
maintenance efforts and allocation of resources;
time, money, human, etc.
 Serves as a primary audit document.
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SBDM Committee
 Administrators
 Staff
 Students
 Parents
 Community Members
 Business Representatives
 A cross-section of all Stakeholder groups
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Continuous
 SBDM Meetings
 Staff Meetings
 Department Meetings
 PLC Meetings
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Comprehensive Data Collection
 Review and Analysis of Data
 Determine Strengths and Weaknesses
 Write Narratives/Summaries of Findings
 Develop Goals from Findings
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Proactive vs. Reactive.
 Provides mandated documentation.
 Ties the Goals, Objectives, Strategies, and
Actions of the DIP and CIPs to data.
 Promotes adult responsibility for student
achievement. (Who carries out the DIP and
CIPs? Adults? Students?)
 Positively impacts student achievement.
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Demographics
Student Achievement
School Culture and Climate
Staff Quality, Recruitment and Retention
Curriculum, Instruction and Assessment
Family and Community Involvement
School Organization
Technology
The journey from data to results…
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Review the purpose and outcomes for
conducting a CNA.
Establish committees for each area of the
CNA.
Determine the types of data to be collected
and analyzed.
Determine areas of priority and summarize
needs.
Connect the findings of the CNA to DIP and
CIPs.
Communicate clear expectations for what is
to be accomplished.
 Ensure regular times to meet for the purpose
of analyzing data and summarizing findings.
 Invite stakeholders who are meaningful for
the data at hand.
 Establish tools and methods for sharing data
and findings.
 Establish a timeline for the process.
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Capitalize on what is already in place!
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SBDM committees
PLCs
Staff Meetings
Departmental Meetings
Parent Meetings
Create additional committees as needed.
Qualitative and well as quantitative.
 Longitudinal data to look for trends.
 Organize data in meaningful ways…charts,
tables, graphs, etc.
 Multiple sources for each area of the CNA.
 Emphasis is on “findings” not prescribing
solutions.
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Demographics
Student Achievement
School Culture and Climate
Staff Quality, Recruitment and Retention
Curriculum, Instruction and Assessment
Family and Community Involvement
School Organization
Technology
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TAPR
RTI Data
TPRI /TEJAS
TELPAS
CTE
Attendance Reports
Curriculum Alignment
Documents
Disaggregated
STAAR/EOC Data
Summary of Student
Progress
Special Programs
Evaluations
Multi-Year Trends
Failure Lists
Drop-out Rates
Completion Rates
Graduation Records
Student Products
Report Card Grades
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Semester Exam Grades
Promotion/Retention
Rates
ACT/SAT Data
Federal Program
Guidelines
Parental Involvement
Policy
District Policies
PEIMS Reports
PBM Risk Levels
Special Student
Population
Homeless Students
Mobility Rates
Community
Demographics
Growth Projections
Parent Participation
Standardized Tests
Discipline Referrals
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Highly Qualified Staff
Teacher Turnover Rates
Staff Development
Survey and Interviews of
Students/Staff/Parents
Safety Audit Report
Maintenance Records
Community Input
Professional
Development
Student Transfer
Records
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Identify both Strengths and Weaknesses.
 Tie the evidence (data sources) to identified
needs.
 Compile a list of needs or problem
statements.
 Prioritize the list of needs or problem
statements.
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Begin the process writing Goal statements
from the list of prioritized needs.
 Write measureable Objective(s) for each Goal
Statement.
 Define the Strategies that will allow Objective
to be met successfully.
 Determine and define the necessary Action
steps for each strategy.
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Some definitions…
 Problem Statement: A statement that summarizes
key findings relating to needs in a particular area.
 Ideal State: A description of how the system
would function if the identified problems were
solved. Restates the Problem Statement as
“solved”.
 Goal: An observable and measureable end result
having one or more objectives to be achieved
within a more or less fixed timeframe.
Are goals that are…
 Specific
 Measurable
 Attainable
 Relevant
 Time-bound
Let’s Practice…
 Write a Problem Statement for the following
findings.
◦ ELAR teachers have varied understandings of state
standards.
◦ ELAR teachers are not familiar with current researchbased literacy practices.
◦ ELAR teachers are afforded little time for collaboration.
◦ ELAR lesson design and instruction varies widely from
classroom to classroom within the same course or grade
level.
◦ Student outcomes for ELAR vary widely by teacher.
Sample…
 The school needs to be proactive in providing
opportunities for collaboration among ELAR
teachers in order to learn research-based
literacy practices, commonly plan lessons that
align to state standards, and implement best
practices of instruction.
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Problem Statement:
◦ The school needs to be proactive in providing
opportunities for collaboration so that ELAR teachers
know and use research-based literacy practices while
planning lessons that align to state standards.
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Ideal State:
◦ The school has mechanisms in place to provide
opportunities for collaboration among ELAR teachers in
order to learn research-based literacy practices,
commonly plan lessons that align to state standards,
and implement best practices of instruction.
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Ideal State:
◦ The school has mechanisms in place to provide
opportunities for collaboration among ELAR
teachers in order to learn research-based literacy
practices, commonly plan lessons that align to state
standards, and implement best practices of
instruction.
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Goal Statement: (One Example…)
◦ By the end of the current school year, 100% of
teachers will know and use at least four researchbased literacy practices, and they will collaborate
monthly to align instruction to state standards.
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Goal Statement: (One Example…)
◦ By the end of the current school year, 100% of
teachers will know and use at least four researchbased literacy practices, and they will collaborate
monthly to align instruction to state standards.
How many measureable objectives are in the stated
goal?
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Goal Statement: (One Example…)
◦ By the end of the current school year, 100% of
teachers will know and use at least four researchbased literacy practices, and they will collaborate
monthly to align instruction to state standards.
How many measureable objectives are in the stated
goal? What are they?
◦ 100% of teachers will know at least four…
◦ Teachers will collaborate monthly to…
◦ 100% of teachers will use at least four …
Region 10 ESC
 http://www.region10.org/capacity-buildinginitiative/quicklinks/nclb-publications/