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Campus Improvement Plan 2006-2007 / 2007-2008

Campus Improvement Plan 2006-2007 / 2007-2008. Requirements for. Campus Improvement Plan. Law requires the CIP ; it is the primary record supporting expenditures attributed to the SCE program. It is a dynamic document that can be augmented to reflect changes in campus fund direction.

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Campus Improvement Plan 2006-2007 / 2007-2008

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  1. Campus Improvement Plan 2006-2007 / 2007-2008

  2. Requirements for Campus Improvement Plan • Law requires the CIP; it is the primary record • supporting expenditures attributed to the SCE program. • It is a dynamic document that can be augmented to reflect • changes in campus fund direction. • SCE program must be described in the CIP to • reflect the campus specific activities. (Module 9, Section 9.2.3) TEC §11.252-11.253

  3. Requirements for Campus Improvement Plan (continued) • Each campus shall have a campus improvement • plan that is developed, evaluated, and revised annually. • It is a snapshot of a campus and the way that it functions. • The purpose of the campus improvement plan is to guide • campus staff in the improvement of students • performance for all student groups in • order to attain state standards. TEC §11.252-11.253

  4. State Compensatory Education Socorro Independent School District FUNDS At-Risk Students Programs/Personnel ARMS • Teacher awareness • AR Codes • Assessment Scores • Grades • Interventions • 2nd Planning Period • Intersession • SCE Assistant Principals • Curriculum Coaches • ARIAS Comprehensive Needs Assessment Campus Improvement Plan

  5. PLANS MUST INCLUDE: Comprehensive Needs Assessment Driving Force Behind Campus Planning • A written summary of data usually included in the front of the plan. The summary of data includes an analysis of patterns and trends with a discussion of probability causes of high areas of student needs. • May use data from the following sources: • Current TAKS, RPTE, and SDAA data • High School completion rates • Pass/Failure rates • Data from special program evaluations The summary should also include the following: • Indicators of expected and actual outcomes for students in special programs that are typically exempt from measures used in the academic excellence indicators, and • Predicated needs based on projected enrollment, demographic trends, legislative impact, and state and community political and economic events. (Module 9, Section 9.2.3) TEC §11.252-11.253

  6. 1. Measurable Performance Objective 7. Strategy Evaluation Tools 2. Identified Strategies Campus Improvement Plan 6. Timeline for Monitoring Strategies 3. Supplemental Financial Resources 5. Personnel Responsible 4. School Wide Components

  7. Campus Improvement Plan 1. Measurable Performance Objective Measurable student performance objectives based on the needs assessment data. 2. Identified Strategies The activities and strategies should be specific. 3. Supplemental Financial Resources Indicate the actual dollar amounts for activities and/or strategies.

  8. 4. School Wide Components 10 Components Title I, Part A, NCLB School-wide program. Each component should be mentioned at least once, somewhere in the plan. 5. Personnel Responsible Personnel held responsible for obtaining the performance objective. Please mention only titles and not specific names. 6. Timeline for Monitoring Strategies The timelines should indicate when progress toward the objective will be monitored. Written in increments such as every 3 weeks, 6 weeks, 9 weeks, each semester. 7. Strategy Evaluation Tools Formal and informal student assessments.

  9. Goal 1: We will increase the levels of all students performance in all grade levels in all TAKS content areas by establishing benchmarks, aligning instructional content, and assessing data to increase student achievement and high graduation rates in compliance with NCLB requirements. Goal 2 We will produce the 21st century citizens, competitors, and leaders by expanding and updating the technology use opportunities for our stakeholders. District Goals Goal 3 We will attract and retain highly qualified staff providing purposeful and relevant staff development and competitive benefits and salary packages. Goal 4 We will provide a safe and drug free environment conducive to purposeful learning. Goal 5 We will improve parental and community involvement by creating effective home-to- school communications and increasing family learning opportunities.

  10. School Wide Components (SWC) 1.-Comprehensive Needs Assessment 3.- Highly qualified teachers 2.- Schoolwide Reform strategies 4.- Professional Development 5.- Strategies to attract highly- quality highly qualified teachers 7. Transition from early childhood programs 6.- Parental Involvement 8.- Include teachers In decisions regarding use of academic assessment 10.-Coordination and integration occurs between federal, state, and local service and programs, including programs under NCLB 9.- Effective Timely additional assistance

  11. PLANS MUST INCLUDE: FORMATIVE EVALUATION Periodic evaluations of strategies are conducted. Examples: weekly check of lesson plans, weekly and/or nine weeks evaluation of student projects and/or subject grades, regular inspection of attendance records, examination of semester passing grades, etc.

  12. PLANS MUST INCLUDE: SUMMATIVE EVALUATION These measures summarize the cumulative results for the year. Analysis of the outcome is conducted. Examples: summaries of annual performance reports, summaries of parent survey, summaries of staff development evaluations, pass/failure rates, attendance/drop summary reports, etc.

  13. Campus Improvement Plan Online To access, go to: http://my.sisd.net

  14. Department of Special Programs Dr. Maria G. Arias Director Blanca Veloz Instructional Specialist Title I 937-1608 bveloz01@sisd.net Elva S. Torres Instructional Specialist State Compensatory Education 937-1609 etorre10@sisd.net

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