NCLB
Training

No Child Left Behind Program Series: Improvement Plans

• To provide consistency across the State regarding a process linking the
Comprehensive Needs Assessment to developing and reviewing improvement plans for NCLB program administration, funding decisions and documentation
• To provide a resource tool for understanding and reviewing the required components of improvement plans for both State and
Federal requirements.
No Child Left Behind Program Series: Improvement Plans

CNA
TEC
NCLB
CIP
DIP
LEA
AYP
AMAO
HQ
SRB
TA
SW
SCE
ELL
SMART
Comprehensive Needs Assessment
Texas Education Code
No Child Left Behind
Campus Improvement Plan
District Improvement Plan
Local Education Agency
Adequate Yearly Progress
Annual Measurable Achievement Objectives
Highly Qualified
Scientifically Research-Based
Targeted Assistance
Schoolwide
State Compensatory Education
English Language Learner
[Several Options]
No Child Left Behind Program Series: Improvement Plans

Create an acrostic using the word ‘PLANS’ to answer this question!
No Child Left Behind Program Series: Improvement Plans

No Child Left Behind Program Series: Improvement Plans

“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

No Child Left Behind Program Series: Improvement Plans

 Please read paragraphs 1 and 2 on Page 1.
No Child Left Behind Program Series: Improvement Plans

A focused, well-developed plan


Provides clear direction,
Defines programming,
 Creates accountability for growth and improvement, and
 Serves as a program and financial audit document
No Child Left Behind Program Series: Improvement Plans

No Child Left Behind Program Series: Improvement Plans

Texas Education
Code
No Child Left Behind Program Series: Improvement Plans
No Child Left
Behind

Form the Planning Team
1.
Use Formative and Summative
Measures to Evaluate the
Plan and Link to the CNA
Conduct the CNA
Implement the
Improvement Plan
4.
Link the Plan to
Federal, State, and Local
Funding Sources
No Child Left Behind Program Series: Improvement Plans
Develop/Revise the Improvement Plan

 Read pages 2 and the top of page 3.
No Child Left Behind Program Series: Improvement Plans

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

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
No Child Left Behind Program Series: Improvement Plans

Federal: Improvement Plan Requirements
What are the general requirements by program?
No Child Left Behind Program Series: Improvement Plans

Program CIP Requirements
Title I, Part A
Title I, Part C
HQ / Recruitment-Retention Strategies
10 Schoolwide or 8 Targeted Components
How funds are spent, including Scientifically Research-Based Strategies
The LEA identifies and addresses the special educational needs of migrant children through a comprehensive plan for needs assessment and service delivery.
Title II, Part A
Title II, Part D
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).
The LEA will address HQ professional development, recruitment, and retention, as coordinated through Title I, Part A.
The Title II, Part D funds are aligned with the approved District Long-
Range Technology Plan on file with TEA.

Program
Title III, Part A
Title IV, Part A
CIP Requirements
[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.]
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
No Child Left Behind Program Series: Improvement Plans

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
No Child Left Behind Program Series: Improvement Plans

 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…
No Child Left Behind Program Series: Improvement Plans

 Page 5
 Read silently and discuss as a table group.
No Child Left Behind Program Series: Improvement Plans

Pair-Square!
 Find a partner who is not at your table and pair-up!
 Then, pair-up with another partner pair so that you are a group of 4.
No Child Left Behind Program Series: Improvement Plans

Task: SW Components
 Read through pages 6 through 9 in the book using the following coding:
 = Got it!
T = I think I understand, but want to talk about this.
? = Not sure what this means.
No Child Left Behind Program Series: Improvement Plans

 Partner pairs now pair-up with a new partner pair.
 Come to consensus about your favorite type of car.
 Complete the phrase:
__ (type of car)___ is like the 10 components because ______.
No Child Left Behind Program Series: Improvement Plans

Table Task
 Read through the 8 TI, PA Targeted
Assistance Components.
What are the similarities and differences between these and the SW components?
No Child Left Behind Program Series: Improvement Plans

 Read the 3 rd Paragraph on Page 11.
Who is the target group for SCE?
What is required for SCE planning?
No Child Left Behind Program Series: Improvement Plans

No Child Left Behind Program Series: Improvement Plans

Group 1 Comprehensive Needs Assessment p.14
Group 2 SMART Goals pp. 15-16
Group 3 Objectives & Strategies/Action Steps p.17
Group 4 Person Responsible/Resource
/Timeline
Group 5 Evidence of Impact/Evidence of
Implementation & Evaluation p.18
p.19
No Child Left Behind Program Series: Improvement Plans

Provide a short definition of the section.
What is the purpose of this section of the planning process?
Which guiding question is most important? Why?
No Child Left Behind Program Series: Improvement Plans

What defines a ‘Quality Plan?’
How might we use this rubric?
What other tools should we use?
No Child Left Behind Program Series: Improvement 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.
No Child Left Behind Program Series: Improvement Plans

How does this tool support our work?
What are our next steps?
No Child Left Behind Program Series: Improvement Plans

Planning is Strategizing! It’s about making the right moves! It’s about winning…
…When we know that our program funds are yielding results!
No Child Left Behind Program Series: Improvement Plans