Analysis of Campus Improvement Plan The purpose of the Campus Improvement Plan (CIP) is to increase student performance on the state’s student academic indicators for all student populations. Additionally, the CIP supports the needs of special sub populations and is aligned with the objectives of the district’s plans. Based on the CIP for the 2015-2016 school year for Andre’ Elementary, interview conversation with the campus administrator, and data gathered from the 2014-2015 Texas Academic Performance Report (TAPR), the following are my observations on the strengths and weaknesses using the checklist provided in the coursework for the campus plans. Long Range Goals The most current data from the TAPR Report from the Texas Education Agency (TEA) indicate the campus has a 15.7% mobility rate and 64.1% At-Risk population. Therefore, the goals for the CIP need to align academically and serve our populations of At Risk students by providing excellent opportunities with highly qualified teachers which include parent involvement in order for students to work and learn in a safe productive environment. Andre’s CIP has three clearly evident aligned goals. The first goal focuses on Academic Achievement on all core subjects of reading, math, …show more content…
The objectives in the CIP are specific, measurable, and note expected results or outcomes for all student populations served. Moreover, they target observable behaviors that provide indicators for student performance such as the first objective in Science. The objective targets an increase in performance of each student group on the State of Texas Assessments of Academic Readiness (STAAR) in Science by a specific amount in May of 2016. The objective is clearly achievable in the allotted time; for example, 100% of teachers will be highly qualified by the end of the 2016 school
The grant requires that three main goals are met. These three goals are? (a) implement an assessment-based, results-driven, comprehensive school counseling program that will serve as a catalyst and model for expansion throughout the district; (b) increase the social and emotional competencies and academic achievement of all students; and (c) minimize the barriers and increase resilience for the students who are at higher risk of school failure.
Applying Figure 1.1 from Victoria Bernhardt’s (2013) book Data Analysis for Continuous School Improvement it is this evaluator’s opinion that Portage High School is at a crossroads as a school of compliance and a school of continuous improvement (p. 4). Of the nine area of evaluation, Portage marks five in the area of compliance and four in the area of continuous improvement. Hence, the assessment is that Portage High School sits firmly as a school focused on compliance. This is a strong reflection of the building principal that feels that the use of data is wasteful endeavor. According the principal, “The experts in our building guide our processes; data does not drive our school. It’s only purpose is to determine
That is, the IEP must document the student’s historical accomplishments and how their disability impacts their progress of the general curriculum. There should be annual goals, both academic and functional, that focus on what the student can reasonably accomplish. There should also be benchmarks that measure progress and communication processes that inform parents and other parties of the student’s progress. The IEP must identify which special education services will be used, such as supplementary aids and communication devices. The IEP must estimate how much of every school day will be spent separate from nondisabled
One part of the HSTW framework is a set of 10 Key Practices that each participating site implements by developing and carrying out a customized action plan for school improvement (SREB 1999). Kaufman et al. (2000) used existing HSTW data to analyze the impact of 6 clusters representing HSTW's 10 Key Practices. They concluded that achievement gains in science, reading, and math were correlated with the proportion of students meeting HSTW curriculum standards and with the amount of time students spent talking to their guidance counselors and teachers about their school program. They also concluded that the proportion of students perceiving their academic and CTE teachers working together to improve students' math, reading, and writing skills was correlated with achievement gains in those three areas. This Brief provides practical examples of approaches HSTW sites have used to move toward HSTW curriculum standards, provide students with guidance, and allow academic and CTE teachers to work together.
“When schools, parents, families, and communities work together to support learning, students tend to earn higher grades, attend school more regularly, stay in school longer, and enroll in higher level programs.” (Van Roeckel, 2008, p. 1) Deer Valley High School in Glendale, AZ is the first high school built in the Deer Valley Unified Scholl District, and with a population around 1800 students, the high school is one of the bigger schools in the state. It has a tradition of family on its’ campus, where there are still teachers teaching that were there when the school opened in 1980. A number of former students have become new teachers on campus and just about all the teachers’ children have attended and graduated from the campus. With a school like ours, there are many connections to the community around it and it is demonstrated by the programs that bring in parent and community to help with the development of our students. There are numerous booster clubs run on our campus to help support student achievement on the sports fields, a school to work programs to teach the students necessary skills in different areas of either nursing, sports medicine classes, and in the culinary arts classrooms, and funding to our school to help ensure all students graduate on time. There are many programs on our campus, but I will discuss four of the programs: baseball booster club, C2G program, “school-to-work”, and the special education program sponsored by Arrowhead Hospital. These programs are designed to improve the relationships between the campus and the people in the community, and give all students on campus every opportunity to succeed in their future.
*** Special Education - Are there skills (disability related) necessary for the student to achieve the outcome? If so, identify the type of skill the IEP goal should address and write goal in IEP.
According to the Texas Education Agency, Nimitz has been deemed as a school that requires improvement. Under section 39.107 of the Texas Education Code, if a school has been identified as unacceptable for two years, the commissioners can order the reconstruction of the campus. In the past year, Nimitz missed one of the four indexes required to satisfy the No Child Left Behind Act. The school did not show the progress from 2012 to 2013 it required to pass Index 2, the yearly progress. Test scores indicated that the weighted progress of the STAAR, 15 points, did not fulfill the goal of 17 points. The yearly progress was affected greatly by only ten students, as stated by the principal, Rocci Malone. If Nimitz fails to meet the standard for yearly academic progress a second year, it will be reconstituted. However, the process of reconstitution is lengthy and complex; the school would have to find new educators and motivate them to work in an underperforming school. Reconstitution is too extreme of a solution to solve a minor problem. With Reconstitution, Nimitz
A Blueprint for Reform is the title of President Barack Obama’s and Secretary of Education Arne Duncan’s proposal to Congress to reauthorize the Elementary and Secondary Education Act. This Act will essentially replace the No Child Left Behind Act of 2001(NCLB) and any subsequent documents used in place of NCLB. In 2009, Congress enacted the American Recovery and Reinvestment Act (ARRA) in response to the “great recession” of 2008. One of the many objectives of this act was to invest in and reform education focusing on four areas: (1) Improving teachers and principals in every school: (2) Providing information to families and educators to increase student learning (3) Implementing college and career-ready standards; (4) Addressing Americas lowest-performing schools. The blueprint sets out five key priorities to address the four areas set out in the ARRA: (1) College- and Career-Ready Students;(2) Great Teachers and Leaders in Every School;(3) Equity and Opportunity for All Students;(4) Raise the Bar and Reward Excellence;(5) Promote Innovation and Continuous Improvement.
IEP Development. In developing the IEP, the team should determine the child’s present level of academic achievement and functional performance and project whether any additions or modifications to the instruction or services are necessary to enable the child to meet measurable annual goals and to participate, as appropriate, in the general education curriculum. IDEA requires that the team considers the student’s strengths; parents’ concerns; evaluation results; and academic, functional, and developmental needs of the student. The IEP team must also consider individual circumstances. One special consideration is whether the student’s behavior impedes that student’s learning or the learning of other students. If so, the IEP team must consider the use of positive behavior interventions and supports (PBIS), and other strategies, to address the behavior.
Program Evaluation and Research Branch, Los Angeles Unified School District . Planning, Assessment, and Research Division Publication, No. 111. 21 May 2002.
My three year plan is called the Strive for Excellence plan. For the first two year I will be focusing on the decline of test scores for the last three years. By making all staff views all 2,800 students that were below average for all three years. Requiring mandatory training for all teachers and staff should be complete upon reviewing data. So they are able to identify their student’s specific strengths and weakness. The teacher will know where they need to concentrate their attention. (Sue W. Astley, 2016) School improvement is an evolving process that takes constant progress monitoring and constant input. A special computer-based program is needed in Rocky Road School District to pull up records of any student or classroom more efficiently. This will also assist with the monitoring progress over the two years. A committee of parents and staff will be created to better understand the data, come up with methods to increase scores and to maintain the...
An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy Creek Middle School’s principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD data. They use the Colorado Growth Model to help guide them to determine if students have made adequate yearly progress. Together, they created the plan that included the district goals mentioned above as well as continuing to include new technology skills, information on special education changes with Response to Intervention (RTI), maintaining current staff implementation of literacy goals and a new goal of raising achievement in math.
...man states (1960), “In order to effectuate any objective, teachers must develop a set of intermediate objectives, which will provide direction for their efforts in the classroom” (Rose, 126).
behaviors which includes ; defining and communicating shared goals, monitor and provide feedback on the teaching and learning process, and promote school-inclusive professional development. Communicating shared goals encompass activities that emphasis attention to the methodological core of schools. Locke and Latham, (1990) lamented that these goals increase the effort exerted by school members, increase perseverance, and increase the development of schemes which will in turn
When developing the program outcomes ensure they are clearly stated, verifiable, essential, durable, meaningful, and significant, make sure learning is transferable, performance-based, and achievable. Program outcomes should be cultural and gender bias, and be consistent with the mission and philosophy of the university. Aligning program outcomes with affiliations, governing agencies, and accrediting bodies in ensuring they are consistent with the expectations of those professional groups and reflect the credential being awarded upon completion of the program ("Building curriculum at," 2012).