School Improvement

Austin ISD: 

In the Austin ISD plan, the committee has clearly met and dug through the data.  This data was then placed in the comprehensive needs assessment to keep them at the center of all future discussions.  When you are looking at making improvements, you must disaggregate the data.  The data is like a road map to Exemplary.

The group then took this data and formulated a plan.  Within this plan, the district has embedded funding sources.  The use of state compensatory funds is clearly defined within the appendix, and the districts PBMAS plan is integrated into the district plan so that duplication of efforts is held to a minimum.  This is key.  If we “waste” money, time and effort we do not maximize our efficiency and in essence double our work.  We must limit how much of this happens.

The lists within the appendix go beyond just SCE and PBMAS.  They also touch on state and local funds, thus, creating the desire to help employees see how certain funds support specific activities while still meeting the intent of the fund source.  Being transparent not only helps the staff but the community can see that their educational dollars are being spent wisely.

Within the Aldine ISD plan, the comprehensive needs assessment is also conducted, and those needs align with not only the goals, but also the objectives.  Within the plan, broad fund terms are listed.  For example, instead of giving details as to which fund source and dollar amount are going to be used, more general terms such as “state funds” is selected or Aldine ISD general fund..  Specific names are listed for programs in need of additional documentation.  For example, state compensatory education funds are broken out to show exactly how much is spent toward meeting the objectives of this program.

In comparing both plans, they both have a process of data review, goal setting, etc.  Each district appears to be striving to improve student achievement, while ensuring proper documentation is present.  As well as looking to improve the efficiency of the documentation and spending.

Group 5’s Response to “District Plan Alignments”  Group 2

Good post and one that echoed with our group. The notion that every district is different and the needs of a district is essential to the District Improvement Plan (DIP) correlates to student achievement. AISD stresses continuous improvement and strategic plan to guide the process, what our districts emphasis is the use of a “Sticky” or “Skinny” plans that people know and implement. Many times one will look at a district plan or campus plan and it will be so fat that no one knows the direction of the document. With a “sticky” plan, everyone always has their hands on it and can truly use it to guide decision making on a campus and district level. Very well done.