Writing a School Improvement Plan K-8 Schools

School Improvement Plan Rules and Regs School improvement planning is a process of developing, implementing, and integrating activities to maximize human, material, and fiscal resources. Illinois schools have been required to complete a school improvement plan (SIP) since 1986 [Illinois Code: 105 ILCS 5/2-3.63; 23 Illinois Administrative Code, 1.10; H.R. 1 (NCLB) Sec. 1116, p. 86.]

Schools in SIP Status Public Act explains the requirements for revised school improvement plans for schools in academic status. These requirements indicate that revised school improvement plans for schools in academic early warning status must be approved by the local school board and that plans for schools in academic watch status must be approved by the school board and the State Superintendent of Education. ISBE has developed a school improvement plan rubric to assist schools in the revision of their plans. This rubric will be used to evaluate the school improvement plans submitted to the State Board of Education.Public Act

We are expected to be very systematic about what we do to help ALL students master core curriculum. 1. Align each school districts core curriculum with state standards.

We are expected to be very systematic about what we do to help ALL students master core curriculum. 1. Align each school districts core curriculum with state standards. 2. Teach the core curriculum to each student

We are expected to be very systematic about what we do to help ALL students master core curriculum. 1. Align each school districts core curriculum with state standards. 2. Teach the core curriculum to each student 3. Monitor the progress of each student

We are expected to be very systematic about what we do to help ALL students master core curriculum. 1. Align each school districts core curriculum with state standards. 2. Teach the core curriculum to each student 3. Monitor the progress of each student 4. Use research-based strategies to instruct each student

We are expected to be very systematic about what we do to help ALL students master core curriculum. 1. Align each school districts core curriculum with state standards. 2. Teach the core curriculum to each student at the classroom level 3. Monitor the progress of each student 4. Use research-based strategies to instruct each student 5. Provide interventions for students who need more in order to succeed

ReadingReading Math AYP is determined by making it over all 20 hurdles (10 hurdles for reading and 10 for math) by disaggregation of data. Composite American Indian American Indian Asian Black White Hispanic Students with Disabilities Students with Disabilities Low Income Low Income LEP Multi-Racial

The AYP Information Page ~Test participation ~Academic performance ~Attendance or graduation rate ~9 subgroups 41 targets

Multicultural

SIP Components 1.0 AYP Performance Targets (1) 2.0 School Information (3) 3.0 Data/Information Collection (7) 4.0 Data Analysis (6) 5.0 Action Plan (9) 6.0 Professional Development (9) 7.0 Learning Standards Implementation (4) 8.0 Family/Community Involvement (6) 9.0 Support Systems (2) 10.0 Review, Monitoring, and Revision (3)

SIP Tasks 1.0 Identify the Nos. 2.0 Describe your context. 3.0 Show your data. 4.0 Refine your target and select a strategy. 5.0 Describe what you will do. 6.0 Outline necessary professional development. 7.0 Describe ILS at school. 8.0 Explain how you involved parents/family. 9.0 Talk about your partners Discuss how you will review, monitor, and revise. COMPONENTSTASKS

41 Targets All students category plus 9 subgroups equals 10 groups Look at the 10 groups in the following areas –% tested in reading (10 targets) –% tested in math (10 targets) –Academic performance in reading (10 targets) –Academic performance in math (10 targets) Add in 1 point for one of the following –Elementary schools look at attendance –High schools look at graduation rate

Multicultural

Illini Equal Steps

AYP Information Page Review the AYP sheet. Work with your SIP team to identify your schools targets (Nos).

1.0 Performance Targets 1.1 AYP Information from the School Report Card SIP includes a copy of the AYP info page Score of 0 – AYP info page is not present Score of 3 – AYP info page is present Page 1 of School Improvement Plan Template

How to Copy & Paste AYP page from the web Go to isbe.net Select Report Card from left of page Select button for City name Type in City name Click on Search Click your City name Click on your school name Scroll to end of report card to find the AYP information page. Select the snapshot tool to take a picture of the AYP page Paste this page onto page 1 of the SIP plan

2.0 School Information 2.1 Information about students and staff 2.2 School characteristics narrative 2.3 Community characteristics narrative Describe your context. Pages 2-3 School Improvement Plan Template

Terms DEPENDENT VARIABLES = What are the NOs on the AYP Information Page? (NOs become targets) INDEPENDENT VARIABLES = What has caused these problems? STRATEGIES = How will you fix these problems? I ? D

3.0 Data Collection and Information TARGETS or NOS (DEPENDENT VARIABLES) 3.1 State assessment data 3.2 Local assessment data POSSIBLE CAUSES (INDEPENDENT VARIABLES) 3.3 Educator data 3.4 Professional development 3.5 Parent/family involvement 3.6 Additional types of data 3.7 Data quality Show your data! Pages 4 – 7 School Improvement Plan Template

Page 8 of School Improvement Plan Template

4.1 SUMMARIES OF DATA FOR DEPENDENT VARIABLES (3.1/3.2) Grade 3 Grade 5 Grade 3 Grade 5 Grade 3Grade 5Grade 3Grade 5 MATHEMATICS Black, Non- Hispanic %%%% White, Non- Hispanic %%%% Economic ally Disadvan taged %%%% This is an example of a way to provide a summary and a comparison of data.

Grade 3 Reading Comparison of Meets and Exceeds Total school population = % White = % Black = % Grade 3 Reading Gap between Black & White Students Grade 3 Math Comparison of Meets and Exceeds Total school population = % White = % Black = % Grade 3 Math Gap between Black & White Students Grade 5 Reading Comparison of Meets and Exceeds Total school population = % White = % Black = % Grade 5 Reading Gap between Black & White Students Grade 5 Math Comparison of Meets and Exceeds Total school population = % White = % Black = % Grade 5 Math Gap between Black & White Students

Findings Learning History, Family Background of Target Groups Instructional History, Organizational History What has been tried previously?

Section 4.2: Diagnosis of Performance Targets No 1 No 4 Logical Data Analysis AYP Inputs Refine the Targets Narrower Same Broader 3 Possible Outputs No 2 No 3 No Whats the real problem?

4.3 Hypotheses to Explain Dependent Variables SIP team and faculty members brainstorm possible causes: Why did this group fail to hit the target?

Targets & Possible Causes TARGET or PROBLEM Low reading scores Poor attendance Insufficient # tested POSSIBLE CAUSES Instructional materials Moms education Teachers on leave Teacher mobility Student mobility Flu epidemic Uneven ILS instruction

4.5 IDENTIFICATION OF PRIMARY CAUSAL FACTORS 4.6 SELECTION OF STRATEGIES 4.4 SUMMARIES FOR INDEPENDENT VARIABLES 4.3 HYPOTHESES TO EXPLAIN DEPENDENT VARIABLES Page 8 School Improvement Plan Template

Data Analysis T Target #__: 4.3 Hypotheses – Theories based on professional judgment about why the problem exists Data supporting the theories in 4.3 – Data to support the hypotheses. 4.5 Causal Factors – Professional judgment and data to identify the primary factors that cause the poor performance Selection of Strategy – Select one causal factor for each refined target. 1. T A R G E T Select a strategy.

The SIP should make a convincing case that This strategy this target. will adequately improve performance in

5.0 Action Plan (5.1) Strategy will adequately improve performance in Target (5.2) Activities (5.3) Timeline (5.4) Resources (5.5) Strategies for Subgroups (5.6) SBR (5.7) Roles and Responsibilities (5.8) Measurement (5.9) Sources of Revenue Describe what youre going to do. Pages 10 – 11 School Improvement Plan Template

5.1 – 5.8 Action Plan Strategy (5.1) will adequately improve performance in Target (4.2) TIMELINE (5.3) ROLES/RESPONSIBILITIES (5.7) MEASURES FOR ACTIVITY (5.8) RESOURCES FOR ACTIVITY (5.4) SBR (5.6) ACTIVITY (5.2) Template

5.1 – 5.8 Action Plan Expanding current modes of mathematics instruction boys math scores in grades 3, 4, 5. Strategy (5.1) will adequately improve performance in Target (4.2) TIMELINE (5.3) ROLES/RESPONSIBILITIES (5.7) MEASURES FOR ACTIVITY (5.8) RESOURCES FOR ACTIVITY (5.4) SBR (5.6) ACTIVITY (5.2) Strong

5.1 – 5.8 Action Plan Implementing a consistent system of classroom management school-wide all learning areas and grades tested. Strategy (5.1) will adequately improve performance in Target (4.2) TIMELINE (5.3) ROLES/RESPONSIBILITIES (5.7) MEASURES FOR ACTIVITY (5.8) RESOURCES FOR ACTIVITY (5.4) SBR (5.6) ACTIVITY (5.2) Strong

5.1 – 5.8 Action Plan math by 6 percent each year. Strategy (5.1) will adequately improve performance in Target (4.2) TIMELINE (5.3) ROLES/RESPONSIBILITIES (5.7) MEASURES FOR ACTIVITY (5.8) RESOURCES FOR ACTIVITY (5.4) SBR (5.6) ACTIVITY (5.2) Expanding current modes of mathematics instruction Weak

5.1 – 5.8 Action Plan reading and math scores in grade 8. Strategy (5.1) will adequately improve performance in Target (4.2) TIMELINE (5.3) ROLES/RESPONSIBILITIES (5.7) MEASURES FOR ACTIVITY (5.8) RESOURCES FOR ACTIVITY (5.4) SBR (5.6) ACTIVITY (5.2) More parental involvement in their childrens science fair projects Weak

Components Essential to the Implementation of Strategies 5.9 Budget (page 11 SIP) 6.0 Professional Development (pages12-13 SIP) 7.0 ILS Implementation (page 14 SIP) 8.0 Family and Community Involvement (page 15 SIP) 9.0 Support Systems (page 16 SIP) 10.0 Review, Monitoring, and Revision Processes (page 16 SIP)

6.0 Professional Development 6.1 Data Use 6.2 Qualified and Effective Educators 6.3 Relation to Strategies 6.4 Scheduling 6.5 Resources 6.6 Scientifically Based Research (SBR) 6.7 Integration of Technology 6.8 Evaluation/Continuous Improvement 6.9 Mentoring 6.3 – 6.6 can be done in a table format Outline necessary professional development.

7.0 ILS Implementation 7.1 Alignment of curriculum, instruction, assessment 7.2 Standards-aligned classrooms 7.3 ILS practices and procedures 7.4 Review of practices and procedures Describe ILS at your school.

8.0 Family and Community Involvement 8.1 Data use 8.2 Stakeholder involvement in SIP process 8.3 Communication of SIP progress 8.4 Role in action plan 8.5 Role in supporting learning 8.6 Procedures/practices/compacts Explain how you involve parents/family.

9.0 Support Systems 9.1 Internal district support 9.2 External support Talk about your partners.

10.0 Review, Monitoring, and Revision Processes 10.1 District peer review process 10.2 Monitoring progress of the plan 10.3 Revision of the plan Discuss how you review, monitor, and revise the SIP.

a tool for evaluation and revision SIP Rubric 10 components 50 criteria 4 levels Scoring rules 3 designations

Components 1.0 AYP Performance Targets (1) 2.0 School Information (3) 3.0 Data/Information Collection (7) 4.0 Data Analysis (6) 5.0 Action Plan (9) 6.0 Professional Development (9) 7.0 Learning Standards Implementation (4) 8.0 Family/Community Involvement (6) 9.0 Support Systems (2) 10.0 Review, Monitoring, and Revision (3)

Component Scoring InitiationProgressionImplementation Next lowest score becomes component score. 2 3 Component Score: 2 Drop lowest score.

Three Exceptions: all or nothing! 1.1 AYP Information from the School Report Card 5.5 Strategies for Subgroups 10.1 District Peer Review Process

Rating Summary Components Level of Progress AYP Performance Targets03 School Information 0123 Data/Information Collection0123 Data Analysis0123 Action Plan0123 Professional Development0123 Learning Standards Implementation0123 Family/Community Involvement0123 Support Systems0123 Review, Monitoring, and Revision0123 TOTAL = of 30 DESIGNATION:___APPROVED ___PROVISIONAL APPROVAL ___NOT APPROVED

SIP Designations ___Approved ___Provisional Approval ___Not Approved

SIP Designations Approved = a score of 20 or more with at least a 2 in each component. Provisional = a score of 15 or more with at least a score of 1 in each component. Not approved = a score of less than 15 or a score of 0 on any component

4 Levels of Progress 0 Non-existent 1 Initiation 2 Progression 3 Implementation Non-existent or virtually non- existent Beginning to implement or develop Making progressFully implementing Approval level

SIP Tasks 1.0 Identify the Nos. 2.0 Describe your context. 3.0 Show your data. 4.0 Refine your target and select a strategy. 5.0 Describe what you will do. 6.0 Outline necessary professional development. 7.0 Describe ILS at school. 8.0 Explain how you involved parents/family. 9.0 Talk about your partners Discuss how you will review, monitor, and revise. COMPONENTSTASKS

Template Notes ~Optional organizer ~WORD doc. - Not a template ~Remove italicized info ~SIPs are public ~Consider the readers: parents, peers, administrators, scorers. ~Tell the story: charts, tables, narratives, appendices

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