1. System Safeguards and Campus Improvement
Ty Duncan
@instructionalle

2. Intervention Requirements for all Campuses rated Met Standard that Failed to Meet One or More System Safeguard Measures or Targets  
Campuses rated Met Standard or Met Alternative Standard that failed to meet one or more system safeguard measures or targets are required to utilize the campus leadership team to engage in the Texas Accountability Intervention System (TAIS) continuous improvement process of data analysis, needs assessment, and development, implementation, and monitoring of an improvement plan designed to address the low performance identified by the system safeguards. The campus will include the improvement initiatives and strategies it will employ in the campus improvement plan (CIP) required by Texas Education Code (TEC) § The CIP will be retained on the campus, but is subject to a request for submission of the sections of the CIP that include the improvement initiatives and strategies that address low performance on the system safeguard measures and targets missed. The agency will notify the campus if the CIP is chosen for submission.

3. Intervention Requirements for all Districts rated Met Standard that Failed to Meet One or More System Safeguard Measures or Targets
Districts rated Met Standard or Met Alternative Standard that failed to meet one or more system safeguard measures or targets are required to utilize the district leadership team to engage in the TAIS continuous improvement process referred to above to develop, implement, and monitor an improvement plan that addresses the low performance identified by the system safeguards. If the district is staged for interventions in the Performance-Based Monitoring (PBM) system, the improvement initiatives and strategies addressing missed system safeguards will be included in the targeted improvement plan that is required to address low performance on PBM indicators. If the district is not staged for PBM interventions, the improvement initiatives and strategies addressing missed system safeguards will be included in the district improvement plan required by TEC § The district improvement plan will be retained locally, subject to a request for submission of the sections of the DIP that include the improvement initiatives and strategies that address low performance on the system safeguard measures and targets missed.

4. Intervention Requirements for all Districts rated Met Standard that Failed to Meet One or More System Safeguard Measures or Targets
Although submission and progress reporting are not required due to failing to meet standard for system safeguards only, campuses and districts missing multiple system safeguards may be contacted by the TEA and/or the Texas Center for District and School Support (TCDSS) regarding implementation of actions addressing low performance and for reports on the effectiveness of improvement initiatives and strategies.

5. System Safeguards
With the PI framework, poor performance in one subject or one student group does not result in an Improvement Required Rating.
System safeguards are added to ensure that poor performance in one area or one student group is not masked in the performance index.
Texas Accountability Intervention System (TAIS)

6. System Safeguards

7. Purpose
Ensure system disaggregates performance by student group, performance level, subject area, and grade
Target for disaggregated results meet and exceed federal requirements
Performance Target
Participation Rate
Graduation rate targets and improvement
Limit on Alternative Assessments

8. Impact
Results are reported for any cell that meets minimum size criteria.
Failure to meet the safeguard target for any reported cell must be addressed
Performance on the safeguard indicators are incorporated into the Texas Accountability Intervention System (TAIS)

9. There is no “death by single cell” but there is “paperwork by single cell.”

13. Share slide and read quote.
This is a visual reminder that the purpose of the comprehensive needs assessment and campus improvement plans is to focus efforts on the identified needs and priorities in order to really target school improvement efforts.
It is really about moving from random acts to focused acts and closing achievement gaps.
“We want to gather and analyze data that will help us understand the system that produces the results we are getting…from random acts of improvement to focused improvement that centers on… improving results for students.” Victoria Bernhardt
No Child Left Behind Program Series: Improvement Plans

14. To this! No Child Left Behind Program Series: Improvement Plans
This is what is expected…. The district, campuses, staff, initiatives, strategies, resources, etc. all focused in the same direction…. Driving towards excellence and focused with clear purpose.
No Child Left Behind Program Series: Improvement Plans

15. No Child Left Behind Program Series: Improvement Plans
When we look at this graphic, we clearly see that ‘Planning’ is a process. It begins and ends, in each cycle, with the comprehensive needs assessment, yet because the needs assessment process continues all year long, the needs drive the planning as it begins, the periodic review of plans throughout the year, and the evaluation of the plan at the end of the year to determine needs and begin the cycle again.
We will examine this graphic in more detail later.
No Child Left Behind Program Series: Improvement Plans

16. State Federal Texas Education Code No Child Left Behind
State planning is mandated through Texas Education Code, Section which charges the principal and site-based decision making team with an annual improvement process, including the development, review and revision of the improvement plan focused on increasing academic achievement. Statute emphasizes the need to address all students, all student groups, and special programs. Section (f) requires LEAs to ensure that all federal planning requirements are addressed.
Federal planning requirements are embedded in each of the programs as outlined in No Child Left Behind and hold us accountable for each program’s intended beneficiaries to make sure that these student groups are successful.
No Child Left Behind Program Series: Improvement Plans

17. Federal, State, and Local
State and Federal Process
Form the Planning Team 1. 2. 3. 4. 5. 6.
Use Formative and Summative
Measures to Evaluate the
Plan and Link to the CNA
Conduct the CNA
Implement the
Improvement Plan
Develop/Revise
the Improvement Plan
Page 3 in your book depicts for us the State and Federal planning processes, both in terms of how the process is organized and how the plan is developed.
Whether we are looking at State or Federal planning requirements, the process for both is aligned. It begins with #1 forming the planning team, #2 conducting the CNA, #3 developing/revising the improvement plan, #4 linking the plan to funding sources, #5 implementing the plan, and #6 using formative and summative measure to evaluate the plan as part of the needs assessment.
Link the Plan to
Federal, State, and Local
Funding Sources
No Child Left Behind Program Series: Improvement Plans

18. State: Improvement Plan Requirements
Quiz Me…
Q. Who’s responsible for the CIP?
Campus Principal and SBDM
Q. Each campus is required to have a policy and administrative procedures?
No, each district must do so.
Q. Who must serve on the committee?
Professional staff, parents, community members, business/industry representatives.
Q. How many public meetings must be held per year?
A. At least one
Use this slide to debrief with a Q and A format.
No Child Left Behind Program Series: Improvement Plans

19. Planning Team State (TEC) Professional Staff
Parents of Students Enrolled
Community Members
Business/Industry Representatives
Federal (NCLB)
Teachers, Principals, Administrators, Pupil Services Personnel
Parents and other members of the community
Technical Assistance Providers
Secondary Students
State and federal requirements each identify specific people and roles which should be included as part of the planning process. Let’s look at this slide to determine how they compare.
No Child Left Behind Program Series: Improvement Plans

20. NCLB:Campus Improvement Plans
Program
CIP Requirements
Title I, Part A
HQ / Recruitment-Retention Strategies
10 Schoolwide or 8 Targeted Components
How funds are spent, including Scientifically Research-Based Strategies
Title I, Part C
The LEA identifies and addresses the special educational needs of migrant children through a comprehensive plan for needs assessment and service delivery.
A Priority for Services Action Plan must be developed for: In providing MEP-funded services, the LEA must give priority to migrant children who are failing, or most at risk of failing, to meet the State’s challenging State academic content and academic achievement standards, and whose education has been interrupted during the regular school year. These children are classified as Priority for Services (PFS).
Title II, Part A
The LEA will address HQ professional development, recruitment, and retention, as coordinated through Title I, Part A.
Title II, Part D
The Title II, Part D funds are aligned with the approved District Long-Range Technology Plan on file with TEA.
Debrief and discuss each of the planning requirements by program.

21. NCLB:Campus Improvement Plans
Program
CIP Requirements
Title III, Part A
[The LEA must submit a program evaluation that outlines a description of programs and activities conducted during the preceding year and the progress of current, M1 and M2 students. This evaluation is to be used to assess and plan Title III activities.]
Title IV, Part A
The SDFSC program must:
Include a review of drug use and violence data for the CNA
Include measurable goals and objectives
Comply with the Principles of Effectiveness
Debrief and discuss each of the planning requirements by program.
No Child Left Behind Program Series: Improvement Plans

22. Federal: Improvement Plan Requirements
Title I, Part A Schoolwide and Target Assistance campuses are required to annually develop or amend an annual plan that incorporates the SW or TA planning requirements. Page 4, Paragraph 1
Adopt NCLB Goals and Objectives – Page 4
When we look deeper at what is required in Title I, Part A programs for schoolwide and targeted, page 4 helps us understand these requirements.
Read and process slide.
No Child Left Behind Program Series: Improvement Plans

23. And…
TIPA funds on a schoolwide campus may be use only to support activities identified in the CNA and described in the CIP!
Schoolwide programs must develop a comprehensive plan for reforming the total instructional program in the school…
Read and process slide.
No Child Left Behind Program Series: Improvement Plans

24. No Child Left Behind Program Series: Improvement Plans
Tables need a chart paper and marker.
We talked earlier about the CNA in this cycle.
We will start by looking at each of the nine part of the planning cycle in broad terms. Please turn to page 13 in your book. Remember that the context for this page is ‘developing an improvement plan.’
We’re going to begin by ‘A-pointing’ someone at your table to be the first spokesperson. Ready…fingers in the air…. On the count of three you will ‘a-point’! 1,2,3.
This person will read from page 13, #1 CNA and the bullets. Anyone at the table may ask for clarification from the table team. If clarity is still needed, write it on the chart. We will clarify all chart notes at the end.
You will have 15 minutes to process the page.
When table are finished, clarify chart notes. Have other tables provide clarification, before doing so as the trainer.
No Child Left Behind Program Series: Improvement Plans

25. Checklist Quality Plans
Let’s look at the Campus Improvement Plan Checklist to identify exactly what must be included in the plan to meet STATE and FEDERAL planning requirements.
Share and process the checklist.
No Child Left Behind Program Series: Improvement Plans