Comprehensive Needs Assessments and School Improvement Plans

Title Con

Wednesday, May 30, 2018

Indianapolis, Indiana

Welcome• To get started, insert a “Nickname”

to be able to add question to the chat box.

• While there is time reserved for a brief question and answer session towards the end of this presentation, all questions posed in this virtual space will be addressed via an FAQ that will be posted on the IDOE’s website and shared via email with Title Con participants.

Please join our virtual space for posing questions at:https://todaysmeet.com/TitleConSchoolImprovement

Agenda

I. Opening – Introductions and Objectives

II. The Impact of the Every Student Succeeds Act (ESSA) on Comprehensive Needs Assessments and School Improvement Plans

III. A Unified Approach to Comprehensive Needs Assessments and School Improvement Plans

IV. Questions and Answers

Objectives

After attending this session, participants will be able to:

• Understand how Indiana’s Every Student Succeeds Act state plan impacts the expectations for schools identified as low-performing related to comprehensive needs assessments and school improvement plans;

• Understand the ways that the unified comprehensive needs assessment and school improvement plan template developed by the Indiana Department of Education can be used by schools; and

• Understand how the unified comprehensive needs assessment and school improvement plan template fulfills related state and federal requirements.

Brief Overview of How Schools are Identified as Low-Performing under ESSA

• Under ESSA, a school will be identified based off of the federal A-F grade as a “Comprehensive Support and Improvement” (CSI) school if any of the following apply:• It is a Title I served school that receives an “F” letter grade or falls at or below the lowest-performing

5% of all Title I served schools;• It is a public high school (Title I or non-Title I) with a federal graduation rate of 67% or less; or• It is a Title I served school with one or more chronically underperforming subgroup(s).

The Impact of ESSA on CNAs and SIPs:Which schools are impacted?

• Targeted Support and Improvement (TSI) - Any school with one or more subgroups with an overall accountability score at or below the lowest performing 5% of Title I schools threshold used to identify schools for Comprehensive Support & Improvement.• Economically disadvantaged (free/reduced lunch)• Major racial & ethnic groups• Students with disabilities• English learners

The Impact of ESSA on CNAs and SIPs:Which schools are impacted?

The Impact of ESSA on CNAs and SIPs:Which schools are impacted?Example of Targeted Support Identification: High School XYZ (Grades 9-12)

• High school XYZ has 25 students in the Hispanic subgroup, 50 students in the Asian subgroup, 18 students in the English learner subgroup, and 35 students in the Special Education subgroup.

• An accountability determination is calculated for the Hispanic, Asian, and Special Education subgroups. No accountability determination is calculated for the English learner subgroup.

The Impact of ESSA on CNAs and SIPs:Which schools are impacted?Example of Targeted Support Identification: High School XYZ (Grades 9-12)

• Subgroup accountability determinations are compared against the bottom 5% threshold for comprehensive support identification

• Bottom 5% threshold = 58.8 points / 100.0 points• Final Identification for Targeted Support: School XYZ is identified for targeted support for the Hispanic and

Special Education subgroups

• Hispanic = 58.8 points • Asian = 70.1 points • Special Education = 53.6 points

The Impact of the Every Student Succeeds Act (ESSA) on Comprehensive Needs Assessments and School Improvement Plans

• Beginning in the 2018-2019 school year, Comprehensive Support and Improvement (CSI) and Targeted Support and Improvement (TSI) schools will be required to conduct a Comprehensive Needs Assessment (CNA).

• Because CSI and TSI schools will not be identified until after School Improvement Plans are submitted for the 2018-2019 school year, CSI and TSI schools should conduct a CNA in 2019 to inform their SIP for the 2019-2020 school year.

The Impact of ESSA on CNAs and SIPs:What is the impact on CNAs for CSI and TSI schools?

1. School Improvement Plan addressing Indiana Code: Due Fall of

2018 for 2018-2019 SY

2. CNA aligned to SIP to be

Conducted during the 2018-2019

School Year: Due Fall 2019

3. Comprehensive Needs Assessment aligned to School

Improvement Plan: Due Fall 2019 for

2019-2020 SY

• The IDOE has developed a CNA template and supporting resources that CSI and TSI schools are encouraged, but not required to use.

• If a CSI or TSI school chooses to utilize a different approach for conducting a Comprehensive Needs Assessment (CNA) than the one provided by the IDOE, it must fulfill all of the requirements for a CNA defined by ESSA and Indiana Code.

• Guidance on these requirements for a CNA will be provided by the IDOE.

The Impact of ESSA on CNAs and SIPs:What is the impact on CNAs for CSI and TSI schools?

• Pursuant to Indiana Code 20-31-4-6(5) and 511 Indiana Administrative Code 6.1-1-4(1)(J), all public schools, including charter schools, and state-accredited non-public schools must complete a school improvement plan with input from a committee of individuals interested in the school.

The Impact of ESSA on CNAs and SIPs:What is the impact on SIPs for schools?

• The IDOE has developed a School Improvement Plan (SIP) template and supporting resources that aligns with the Comprehensive Needs Assessment (CNA) template.

• Like the CNA template, the SIP template is designed to address federal and state requirements for School Improvement Plans, including requirements from ESSA.

The Impact of ESSA on CNAs and SIPs:What is the impact on SIPs for schools?

• Schools in Indiana, including but not limited to Comprehensive and Targeted Support and Improvement schools, are encouraged, but not required to use the School Improvement Plan (SIP) template developed by the IDOE.

The Impact of ESSA on CNAs and SIPs:What is the impact on SIPs for schools?

• If a school chooses to utilize a different approach for completing a School Improvement Plan (SIP) than the one provided by the IDOE, it must fulfill all of the requirements for a SIP defined by ESSA, Indiana Code, and Indiana Administrative Code.

• Guidance on these requirements for a SIP will be provided by the IDOE.

The Impact of ESSA on CNAs and SIPs:What is the impact on SIPs for schools?

A Unified Approach to Comprehensive Needs Assessments and School Improvement Plans

1. School Improvement Plan addressing Indiana Code: Due Fall of

2018 for 2018-2019 SY

2. CNA aligned to SIP to be

Conducted during the 2018-2019

School Year: Due Fall 2019

3. Comprehensive Needs Assessment aligned to School

Improvement Plan: Due Fall 2019 for

2019-2020 SY

The unified approach to a CNA and SIP has three components.

Template Guidance Resources

A template available as a Word Document or Google

Document.

Guidance on how to complete the template available as a Moodle

course on the IDOE’s Moodle site.

Supporting resources for specific sections of the template as well

as the template as a whole.

The Moodle Course provides step-by-step guidance for completing the CNA and SIP template.

Comprehensive Needs Assessment

1. Establish a Comprehensive Needs Assessment planning team

2. Develop a vision of excellence

3. Create a school profile

4. Identify focus areas

5. Collect additional data on focus areas

6. Analyze data to determine key findings and root causes

School Improvement Plan

1. Form a SIP development team

2. Review focus areas, key findings, and root causes

3. Describe the school’s core components

4. Select evidence-based interventions that address the school’s focus areas

5. Design a professional development plan

6. Develop a roadmap to guide the implementation of the school improvement plan

For each phase of the CNA and SIP template, the Moodle Course provides a variety of supports.• Each CNA and SIP phase described in this Moodle course includes the following

components:• Connections to Federal and State Requirements: Identifies the federal (e.g.,

Every Student Succeeds Act) and state (e.g., Indiana Code, Indiana Administrative Code) requirements addressed in this phase.

• Purpose: Provides a brief overview of the purpose of this phase.• Guidance: Describes the necessary steps and related considerations for

completing this phase.• Resources: Links to resources that offer additional guidance on the topics

addressed in this phase.

Demonstration of the CNA and SIP Template and Moodle Course

Questions and Answers