COVID-19 Planning for 2020-2021 during - Region One Education Service Center Office of School Improvement, Accountability and Compliance
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Planning for
2020-2021
during
COVID-19
Region One Education Service Center
Office of School Improvement, Accountability and Compliance
COVID-19
Additional flexibility in the administration of
federal grant programs is likely to be issued by
the U.S. Department of Education.
COVID – 19 Support: District Waivers, Finance & Grants
TEA Coronavirus (COVID-19) Support and Guidance
To provide all children significant
opportunity to receive a fair, equitable,
Purpose of Title I and high-quality education, and to close
educational achievement gaps.
TEA Strategic Priorities – ESSA State Plan
Enablers 1-3: Increase transparency, ensure
compliance, strengthen organizational foundations
5
Federal Requirements Assurances Relating to Schoolwide Programs SCHOOLWIDE PROGRAM PLAN.—An eligible school operating a schoolwide program shall develop a comprehensive plan (or amend a plan for such a program that was in existence on the day before the date of the enactment of the Every Student Succeeds Act) that… ESSA: Section 1114 (b)
Federal Requirements
Comprehensive Needs Assessment
…is based on a comprehensive needs assessment of the
entire school that takes into account information on the
academic achievement of children in relation to the
challenging State academic standards, particularly the needs
of those children who are failing, or are at-risk of failing, to
meet the challenging State academic standards and any
other factors as determined by the local educational agency;
ESSA: Section 1114 (b)(6)
Implementing an Effective Schoolwide Program
Were we What are our
successful in needs and
addressing our where do we
needs and focus our
focus areas? efforts?
What strategies and activities will help us meet those needs?
Elements of a Schoolwide Program
Element 1: Comprehensive Needs Assessment *
Element 2: Campus Improvement Plan
Element 3: Parent and Family Engagement*
*Must be addressed in the Campus Improvement PlanWhat is a Comprehensive Needs Assessment (CNA)?
Comprehensive Needs Assessment ❑Helps the district/campus monitor and assess the impact of programs, instruction, and other resources related to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards, and any other factors as determined by the LEA ❑Uses multiple sources of data to get a true picture of needs ❑Identifies Strengths and Weaknesses and set priorities
Comprehensive Needs Assessment
The ultimate aim of the
Comprehensive Needs
Assessment
is to increase student
performance.
13The Comprehensive Needs Assessment is the Driving Force
which impacts the development of the following:
District/campus
State and
parental
Federal Program
involvement
Expenditures
policies
District/campus
School-Parent
improvement
Compact
plans
Comprehensive
Needs
Assessment
14Comprehensive Needs Assessment
This is a requirement of, but not limited
to:
• Title IV
• Equity Plan
• ESSA Application
• Migrant Program
• EL Program
• Results Driven Accountability
(RDA) – formerly PBM
• SCE Program
• Texas Education Code
• Accountability StrategiesTexas Education Code
Comprehensive Needs Assessment
District Level Campus Level
Section 11.251 (b), 11.252 (a)(1) Section 11.253 (b)
“(1) a comprehensive needs assessment addressing “(b) Each district's policy and procedures shall
district student performance on the achievement establish campus-level planning and decision-making
indicators, and other appropriate measures of committees as provided for through the procedures
performance, that are disaggregated by all student provided by Sections 11.251(b)-(e).”
groups served by the district, including categories of
ethnicity, socioeconomic status, sex, and populations
served by special programs, including students in
special education programs”State Compensatory Education Sec. 29.081, Sec. 42.152(c), and State Compensatory Education FAQ ”The district/campus improvement plan or charter instructional plan must also include: • Comprehensive Needs Assessment
How Do We Engage In The CNA Process?
Comprehensive Step 5
Needs Assessment Step 4
Step 3
Step 2
Step 1
19Establishing a
Schoolwide Planning
Team...
• Use of an existing group will
avoid duplication of effort and
capitalize on the collective
experience and expertise in the
school as long as all the
appropriate participants are
represented.
• Parents and business community
members should also be actively
recruited.
This Photo by Unknown Author is licensed under CC BY-NC-NDWho Are the CNA Members? DOCUMENT!
• Community/Business Members
• Parents
• Principals
• Pupil Services Personnel (Counselor, Nurse, etc.)
• Paraprofessionals present in the school
• Specialized instructional support personnel
• Special Education Staff
• Bilingual Specialists/Directors
• Students (Secondary) Teachers
• Technical Assistance Providers
• To the extent feasible, tribes and
tribal organizations present in the community
ESSA: Section 1114 (b)(2)
21Example of a Stakeholder Committee
Site-based Decision Making Committee (SBDM)
• Parent:
• A parent is a person who stands in parental relation to a child.
• Employees of the district are NOT considered parent representatives on team.
• Community Representative:
• Community representatives must reside in the district.
• Community representatives must be at least 18 years of age.
• Parents are not considered a representative of community members on the committee.
• Business Representative:
• A business representative is a person who is an owner of a business enterprise. (Does not have to reside in the
district and business does not have to be located in the district.)
• At least one business representative must serve on the committee.
• District Personnel:
• Elected Classroom Teachers (per district policy)
• Other Campus and District Level StaffEstablishing a schoolwide planning team...
• How will the team organization
work?
• How will members establish
effective working relationships with
self/constituent groups?
• How will members communicate
with groups they
represent/community members
who have a stake in success of
program?
• How much autonomy does team
have in decision making?
23CNA Team meetings
during COVID-19
• The district’s planning process for the next
school year may need to be altered based on
the current circumstances at the time.
• The required Title I, Part A meetings may be
held in a variety of virtual settings due to the
circumstances. Document the meeting and
those participating as best as you can. TEA will
be flexible in compliance reviews if you
document your circumstances and try to meet
the intent of the law as best as you can at the
time.
Federal Funding & Grants FAQ: Grant Planning for School Year (SY) 2020-2021CNA Tools during COVID-19 for meetings
CNA Tools during COVID-19 for sharing documents
TEA Planning Guidance During COVID-19 COVID – 19 Support: District Waivers, Finance & Grants COVID-19 Supports: Summer Instruction, Activities and School Visits: Guidance for Reopening and Student Interaction
Document! Document! Document!
• Sign-In Sheets
• Include the date, names, role of
participants, and location of meeting
• Minutes – date and summary
• Agenda – date, time, location
• CNA summary, CNA process, CAN sources
(to be included in the DIP/CIP)
28Clarifying a vision for reform
Clarifying vision serves to:
• Inspire, motivate, and
engage all stakeholders
• Sets the context for systemic
change
• A collective vision is the
engine that drives school
reform.Clarifying a vision for reform
A collective vision that reflects the intents and purposes of schoolwide programs
will capture the school’s response to some or all of these important questions:
• What is our purpose here?
• What are our expectations for students?
• What are the responsibilities of the adults who work
here?
• How important are collaborations and partnerships?
• How are we committed to continuous improvement?
30Creating a School Profile
Present Ideal
state of GAP state of
school School
31Focus Areas
Identifying
Data Sources
Possible Data Sources
33Organize data in easy to read formats
34Data Analysis
General Guiding Questions
• What are the strengths and the challenges of the current school program?
• Does the evidence gathered support staff assumptions about strengths
and needs?
• Are there information gaps? What more do we need to know?
• What priorities does the information suggest?
• Are we using our resources to the best of our abilities?
35Data Analysis Process Example
1. Review Vision/School Profile/Data Sources
2. Review Data
a) Group stakeholders (no more than 8 in a group)
b) Group data to match the number of stakeholder groups (6 groups = 6 tables of data)
c) Review data and write down strengths/weaknesses supported by the data
d) All stakeholders rotate through all of the data tables
3. Gallery Walk
a) Post each data point on a chart with a column for strengths and weaknesses
b) Stakeholders choose their top two strengths and weaknesses for each data point
c) Review and agree on the top three weaknesses identified for each data point
d) Gather more data, if This
needed, to support these identified weaknesses
Photo by Unknown Author is licensed under CC BY-NC
4. As a group, review and agree on top weaknesses in each area.
36IMPORTANT DATA: STUDENT LEARNING ▪ Know what students are learning. ▪ Understand what we are teaching. ▪ Determine which students need extra help.
Comprehensive Needs Assessment
The ultimate aim of the
Comprehensive Needs
Assessment
is to increase student
performance.
38Annual
Review
The comprehensive needs
assessment is an on-going
process of review, revision,
improvement, and then
clarifying the vision/mission
of the Local Education
Agency.
39Schoolwide Element 1 Requirements • Summary of the CNA • Include list of the data sources used • Description of the CNA process • Provide dates that the CNA was developed or reviewed/revised
Campus Improvement Plans
Federal Requirements Assurances Relating to Schoolwide Programs SCHOOLWIDE PROGRAM PLAN.—An eligible school operating a schoolwide program shall develop a comprehensive plan (or amend a plan for such a program that was in existence on the day before the date of the enactment of the Every Student Succeeds Act) that… ESSA: Section 1114 (b)
Were we What are our
successful in needs and
addressing our where do we
needs and focus our
focus areas? efforts?
What strategies and activities will help us meet those needs?TEA Strategic Priorities
Every child, prepared for success in college, a career or the military. A REMINDER:
ESSA-funded
Strategic priorities
programs and
Recruit, support,
retain teachers
Build a foundation
of reading and
Connect high
school to career
Improve low- activities should
performing schools
and principals math and college
be aligned to
Increase transparency, fairness and rigor in district and
campus academic and financial performance TEA Strategic
Priorities
Enablers
Ensure compliance, effectively implement legislation
and inform policymakers
Strengthen organizational foundations
(resource efficiency, culture, capabilities, partnerships)
4Purpose of Campus Improvement Plans
Serve as a blueprint for addressing needs
Bring focus, coherence, and accountability
to reform activities
- Summary of CNA
Must include: - Requirements
- Best PracticesRequirements of a Title I
Schoolwide Campus
Improvement Plan
MUSTSIs based on a comprehensive needs
assessment of the entire school.
Campus Each schoolwide program shall develop a
comprehensive plan that "is developed
with the involvement of parents and
Improvement other members of the community to be
served including teachers, principals,
other school leaders, paraprofessionals
Plan present in the school, and
administrators…”
1114(b)(6), 1114(b)(2A schoolwide program shall develop a comprehensive plan that, if appropriate and applicable, "is developed in coordination and integration with other Federal, State, and local services, resources, and programs, such as programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities. 1114(b)(5)
Coordination & Integration of Federal, State,
and Local Services and Programs
➢ The ability to consolidate funding is provided so that planners can focus
on the programmatic design of the schoolwide first and then determine
how the plan will be funded, rather than using the fiscal resources to
determine program design.
➢ Effective schools coordinate and integrate programs and services by
drawing on a wide range of resources such as funding, human,
organizational, and facility resources. etc.Coordination & Integration of Federal, State,
and Local Services and Programs
Examples of programs that can be coordinated and integrated:
Document the Federal, State, and local services and programs at each schoolwide school such as:
● Title Programs
● Career and Technical Education
● Nutrition Programs
● Homeless Programs
● Head Start
● Violence Prevention Programs
● Adult Education
● Job Training
● Family Literacy
● State Allotment
○ SCE, GT, CTE, Bilingual/ ESL, etc.Coordination & Integration of Federal, State, and Local Services and Programs List resources and services that have common requirements such as: ● Professional Development ● Parental Involvement ● Violence Prevention ● Family Literacy Determine where coordination and integration can occur based on program intent and purpose. Document all coordinated programs, services, and funds in the correct location on the Campus Improvement Plan to show the school has met the intent and purpose of each program.
Student Learning:
Our Number One Priority shall describe-
the strategies that the school will be
implementing to address school needs,
including a description of how such
Campus strategies will—
Improvement ➢ provide opportunities for all
children to meet the
Plan challenging State academic
standards;
1114(b)(7)(A)(i)Examples of Possible Activities
● Data disaggregation by ethnicity, ● Specialized instruction and support
gender, socioeconomic status, services
special programs, or other
categories to ensure learning needs ● Preparation for and awareness of
of every student are being met opportunities for postsecondary
education and workforce
● Intervention programs ● Career and technical education
● A process for monitoring, evaluating, programs
and renewing the curriculum to meet ● Recruit and retain effective teachers
the needs of all learners.
● Teacher mentoring and coaching
● Counseling ● Induction programs for new teachers
● Pupil services ● Professional development for school
● Tiered behavior intervention models personnel to improve instruction and
the use of data to analyze academic
● School-based mental health programs assessmentswill use methods and instructional
strategies that strengthen the academic
program in the school, increase the
amount and quality of learning time, and
help provide an enriched and accelerated
curriculum, which may include programs,
activities, and courses necessary to
provide a well-rounded education; and
1114(b)(7)(A)(ii)Examples of Possible Activities
● Instructional design and delivery to maximize student engagement
● Extended school year
● Before and after school tutoring
● Summer programs
● Minimize the removal of children from the regular classroom
● Effective methods and instructional strategies to increase the amount and quality of learning time
● Provide for application of learning (real world experiences)
● Instructional strategies and activities aligned with student learning needs and expected outcomes of
achievement
● Educational technology for differentiated instruction and advanced coursework
● Coursework to earn postsecondary credit while in high school (Advanced Placement, International
Baccalaureate, dual and concurrent enrollment, early college high school
● Capacity Building Well-Rounded Education➢ will address the needs of all children
in the school, but particularly the
needs of those at risk of not
meeting the challenging State
academic standards.
1114(b)(7)(A)(iii)➢ Show how the local
educational agency will
District implement strategies to
facilitate effective transitions
Improvement for students from middle
grades to high school and
Plan from high school to
postsecondary education, if
applicable;Transitions for students from middle grades to high school and
from high school to postsecondary education
Here are some recommended steps for LEAs:
1. Develop a plan to support transitions
a. Organize a transition team
b. Develop a counseling team
c. Create special programs and incentives to prepare students and their
families for the transition to middle or high school
http://www.sedl.org/txcc/resources/briefs/number1/Transitions for students from middle grades to high
school and from high school to postsecondary education
Here are some recommended steps for LEAs:
2. Implement a Transition Plan
• Involve parents and families in the transition process
• Promote collaboration among school staff to support the transition process
• Increase awareness in academic programs offered at the next level
• Increase comfort and reduce anxiety through orientation activities
• Provide resources designed to make the transition easier
• Design activities for the first weeks of school
• Continue the use of counseling teams to maintain support throughout the transition year
• Develop social interventions to support students who may be struggling academically or
socially
• Building Capacity Transition ResourcesSchoolwide Campus
Improvement Plan
MAYSTo addresses the needs of students at risk of
not meeting the challenging State academic
standards, through activities which MAY
include:
• counseling,
• school-based mental health programs,
• specialized instructional support services,
• mentoring services,
• other strategies to improve students’ skills
outside the academic subject areas
1114(b)(7)(A)(iii)(I)
https://tea.texas.gov/Texas_Schools/Support_for_At-Risk_Schools_and_Students/MAY include preparation for and
awareness of opportunities for
postsecondary education and
the workforce, which may
include career and technical
education programs and
broadening secondary school
students’ access to coursework
to earn postsecondary credit
while still in high school;
1114(b)(7)(A)(iii)(II)Preparation for and awareness of opportunities for
postsecondary education and the workforce
Best Practice Suggestions:
• Dual credit/ concurrent enrollment program
• Science, Technology, Engineering, and Math (STEM)
• Accelerated learning courses
• Career and College Guidance and Counseling Programs
• Blended learning courses/ opportunities where students can use high-quality
digital learning experiences and digital resources to learn
• Online course opportunities➢ MAY include implementation of a
schoolwide tiered model to prevent
and address problem behavior, and
early intervening services,
coordinated with similar activities and
services carried out under the
Individuals with Disabilities Education
Act
1114(b)(7)(A)(iii)(III)➢ MAY include professional
development and other activities
for teachers, paraprofessionals,
and other school personnel to
improve instruction and use of
data from academic
assessments,
1114(b)(7)(A)(iii)(IV)➢ Recruit and retain effective
teachers, particularly in high-need
subjects.
1114(b)(7)(A)(iii)(IV)
TEA Strategic Priority #1—Recruit,
Support, and Retain Teachers and
Principals
Strategic Priority Guide #1 offers activity-focused
spending guidance to LEAs on programs and
activities for recruiting, supporting, and retaining
teachers and principals. Strategic Priority Guides
offer recommended initiatives, best practices,
and summary information on ESSA funds
available to support the priority.May include strategies for assisting
preschool children in the transition from
early childhood education programs to
local elementary school programs
1114(b)(7)(A)(iii)(V)Transition from early childhood intervention
programs to local elementary school programs
• Develop and implement a systematic procedure for receiving records of children, with their
family’s consent;
• Establish communication between school staff and their early learning program counterparts;
• Conduct meetings involving parents, kindergarten or elementary school teachers, preschool
teachers, or if appropriate teachers from other early learning programs to discuss the
developmental and other needs of individual children;
• Organize and participate in joint transition-related training of school staff, preschool staff, or
where appropriate, other learning program staff; and
• Link the educational services provided by the LEA with those provided by the early childhood
intervention programs.
Building Capacity Transition ResourcesCampus Improvement Plan
Evaluation
MUSTSEvaluate the Plan: A schoolwide program
shall develop a comprehensive plan that
"remains in effect for the duration of the
school's participation, except the plan and its
implementation shall be regularly monitored
and revised as necessary based on student
needs to ensure all students are provided
opportunities to meet the challenging state
academic standards"
1114(b)(3)Evaluate the Process
Evaluation and annual review…
1) List Identified
Needs from CNA
5) Evaluate impact and 2) Identify Strategies
make recommendations for from DIP/CIP to
continuation or modification
address needs
of strategy
4) Review data to measure 3) Identify amount of
fidelity of implementation
and impact on students
funds expended on
outcomes strategiesEvaluate the Plan Questions to Consider: • Is the program strategy or activity being implemented as the planning group intended? • Did the achievement of students in meeting the State’s academic standards increase to the desired level, particularly for those students who had been furthest from achieving the standards? • How is the use of your Title I, Part A funding assisting your students in achieving the goals? And how is it making an impact?
Evaluate the Plan
Consider…
• Collaboration between schools and
the district
• Availability of resources and staff
• Outcomes of prior reviews
• Experience of the school with implementing
schoolwide programsEvaluate the Plan Accountability for results/continuous improvement ➢ Present results to staff in the school, parents and other community members ➢ Results are not a sign the school should start over again with a new plan ➢ School should revise existing plan incorporating revisions that reflect a revitalization of the school’s commitment to implementing a schoolwide program which helps all students achieve at high levels
So...What exactly does the CIP format need
to look like?
The LEA has local discretion in regard to the format of the CIP, however here
are some links to some resources that may be useful:
Format/ Template Suggestions
https://www.esc1.net/Page/2704Schoolwide Element 2 Requirements • Provide a list of the individuals and their roles who assisted with the development or review of CIP. • Provide the date the CIP was revised and/or evaluated for 2019-2020 SY • Indicate locations where the LEA made the CIP available . (on campus, at Post Office, in Student Handbook, at Parent Meeting….) • Indicate the languages which the CIP was provided.
Schoolwide Element 2 Requirements • Provide strategies that school will implement to provide opportunities for all children. • Provide methods and instructional strategies that strengthen the academic program in the school, increase the amount of quality of learning time and help provide a well-rounded education. • Provide strategies that address the needs of all students, particularly the needs of those at risk of not meeting State standards.
Questions? Please contact the Office of School Improvement, Accountability and Compliance
Tammie L. Garcia, Administrator Ruben Degollado, Director
956-984-6173 956-984-6185
tgarcia@esc1.net rdegollado@esc1.net
Rosey Guerra, Effective Schools Lead
956-984-6145
rosguerra@esc1.net
Francene Phoenix, Effective Schools Lead Aminta Silva, Effective Schools Lead
956-984-6027 956-984-6147
fphoenix@esc1.net amisilva@esc1.netYou can also read
