InSAI Intro WELCOME InSAI The “Go-to-Meeting”

InSAI Intro WELCOME InSAI The “Go-to-Meeting”
Indiana Student Achievement Institute InSAI WELCOME InSAI Intro The “Go-to-Meeting” Control Panel will automatically minimize in a few minutes. Our school has chosen to participate in the Indiana Student Achievement Institute.

Hello! Sue Reynolds Bruce Ricklin
Executive Director Director of Operations, Finance & Human Resources © American Student Achievement Institute InSAI is also support by the following staff members who work behind the scenes to make sure that all aspects of our work with InSAI runs smoothly.

Webinar Participants NAME TITLE SCHOOL DISTRICT
Lynn Reed Superintendent Salem Community Schools Roy Sloan Principal North Knox Central ES LaVonne Sparling Director of Curriculum and Instruction MSD of Wabash County Sandra Weaver MSC of Wabash County © American Student Achievement Institute InSAI is also support by the following staff members who work behind the scenes to make sure that all aspects of our work with InSAI runs smoothly.

Go-to-Meeting Control Panel
Enter Audio Pin in your phone This mission of the American Student Achievement Institute is to assist schools with the process of change for the purpose of raising student achievement and closing achievement gaps. The process that InSAI has developed with input from over 300 schools is called Vision-to-Aciton. How do schools log in? Do participants get credit?

Minimize GTM control panel See Sue’s screen This mission of the American Student Achievement Institute is to assist schools with the process of change for the purpose of raising student achievement and closing achievement gaps. The process that InSAI has developed with input from over 300 schools is called Vision-to-Aciton. How do schools log in? Do participants get credit?

See the GTM control panel & See Sue’s screen This mission of the American Student Achievement Institute is to assist schools with the process of change for the purpose of raising student achievement and closing achievement gaps. The process that InSAI has developed with input from over 300 schools is called Vision-to-Aciton. How do schools log in? Do participants get credit?

This mission of the American Student Achievement Institute is to assist schools with the process of change for the purpose of raising student achievement and closing achievement gaps. The process that InSAI has developed with input from over 300 schools is called Vision-to-Aciton. How do schools log in? Do participants get credit? Enter questions

Agenda  InSAI Overview  Background  Results
 Organizational Structure  Process  Services  InSAI School Improvement Plan  Binder (Process & Products)  Public SIP  PDF Summary Report  Data Entry  Monitoring Tools © American Student Achievement Institute InSAI is also support by the following staff members who work behind the scenes to make sure that all aspects of our work with InSAI runs smoothly.

InSAI Background 1991 Lilly Endowment 1995 Lilly involvement stopped
 Can a small group of people change the culture of a school and community?  Six educators / small teams 1995 Lilly involvement stopped Participants revived 2000 Incorporated as ASAI Non-profit  schools © American Student Achievement Institute InSAI started in 1991 with a grant to six schools from Lilly Endowment. Lilly gave the original six schools access to people in the business world who were experts in systemic change and asked them to see if systemic change concepts from the business community could be used for school improvement. Steering teams from the six schools set out to learn if a small group of people working from within could change the culture of a community and school to one that embraces high achievement for all students including groups of students that traditionally performed academically below their peers. The results were extremely positive.  After Lilly concluded the project in 1994, a group of those who had participated in the initial project decided to revive the project as a summer hobby, teaching what they had learned to others. In 2000, InSAI incorporated. Including the schools participating this year, 406 Indiana schools have participated in InSAI.

InSAI Mission To assist schools in the process of change for the purpose of raising student achievement and closing achievement gaps. © American Student Achievement Institute This mission of the American Student Achievement Institute is to assist schools with the process of change for the purpose of raising student achievement and closing achievement gaps. The process that InSAI has developed with input from over 300 schools is called Vision-to-Aciton.

InSAI Initiatives  School Improvement Institute
 District Improvement Institute  Advancing Academic Excellence (College Credit in High School)  Redesigning School Counseling (Indiana Gold Star School Counseling)  Advisor-Advisee Programs (Teacher-student mentoring programs) © American Student Achievement Institute In addition to the Student Achievement Institute, InSAI implements three other initiatives in Indiana including (refer to slide).

distribution of 406 schools that have participated in the InSAI
Geographic distribution of 406 schools that have participated in the InSAI Institute © American Student Achievement Institute InSAI has worked with schools in almost every county.

Characteristics of Institute Schools
Locale City 50% Town / Fringe 21% Rural 29% Level Elementary 62% Middle Level 20% High School 18% % Passing ISTEP Tests Range: 23 – 94% % Free / Reduced Range: 4 – 87% % Minority Range: 0 – 100% © American Student Achievement Institute InSAI has also served many different types of schools – rural to urban, elementary to secondary, high-achieving to low achieving, poor to affluent, and all white to all minority. Last Updated July 2008 © Reynolds and Hines, 2000

Current Funding Indiana Twenty-first Century Scholars GEAR UP
Lumina Foundation for Education Indiana Department of Education Local School Districts Title I DOE Professional Development Funds Vending Machine Funds Bake Sales © American Student Achievement Institute InSAI’s current funding comes from three sources. © Reynolds and Hines, 2000

North Central Association
InSAI is NOT PL 221 Title I TAS Title I Schoolwide No Child Left Behind North Central Association InSAI was not designed to be a solution to Public Law InSAI is not driven by state mandates or funding opportunities. Instead, InSAI is driven by people’s desire to do good things for kids. However, through the InSAI process and with the InSAI tools, schools do develop a student achievement plan, a professional development program, and an annual review that meet all of the requirements of P.L. 221. © Reynolds and Hines, 2000

ONE SIZE FITS ALL InSAI is NOT
InSAI was not designed to be a solution to Public Law InSAI is not driven by state mandates or funding opportunities. Instead, InSAI is driven by people’s desire to do good things for kids. However, through the InSAI process and with the InSAI tools, schools do develop a student achievement plan, a professional development program, and an annual review that meet all of the requirements of P.L. 221. © Reynolds and Hines, 2000

communities figure out what to do to raise achievement
InSAI Uses a data-based discovery process that helps schools and communities figure out what to do to raise achievement and then do it. We’ve heard about what InSAI is not. Here’s what InSAI is: InSAI is about loving kids. © Reynolds and Hines, 2000

InSAI DOES IT WORK? Before our school decided to go forward with InSAI, it was important for us to know that InSAI’s Vision-to-Action process works. © American Student Achievement Institute

National Recognition PATHWAYS TO COLLEGE NETWORK Boston, MA Shared Agenda: Leadership Challenge to Improve College Access & Success February, 2004 InSAI is an “excellent example incorporating researched-based effective practices” to improve college access and success. © American Student Achievement Institute InSAI has also received national recognition. In 2004, InSAI was identified as one of 100 programs across the country who use “research-based effective practices” to improve college access and success. * Shared Agenda: A Leadership Challenge to Improve College Access and Success, February, 2004 © Reynolds and Hines, 2000

National Recognition COUNCIL OF CHIEF STATE SCHOOL OFFICERS (Washington D.C.) School Improvement Policy Brief September 2006 “Many of Indiana’s schools have been led through a vision-based school improvement process facilitated by [InSAI]. A steering team composed of school staff, parents and a business representative guide shared decision making between all administrators, all teachers, all students, parents, business representatives, and community members. A hallmark of the process is embracing and working through resistance for systemic change.” © American Student Achievement Institute In 2006, the Council of Chief State School Officers highlighted InSAI in their School Improvement Policy Brief. In addition to citing how InSAI brings all stakeholders to the table for discussion, the brief talked about how InSAI’s process embraces and works through resistance. * Council of Chief State Officers, Consortium for School Improvement Policy Brief, September 2006 © Reynolds and Hines, 2000

National Recognition ANNIE E. CASEY FOUNDATION (Baltimore, Maryland)
Connecting Schools, Families and Communities May 2007 The school-community connection at George Washington Community School has been strengthened through the school's participation in the Indiana Student Achievement Institute. Teachers, parents, business representatives, and students work together in the Institute's Vision-to-Action process for systemic change to analyze data about the school and create a shared vision and road map for student success. The process has helped to increase the alignment between the work of community partners and the school's core instructional programs. © American Student Achievement Institute And in 2007, a document published by the Annie E. Casey Foundation presented InSAI process and discussed how the process increased the alignment between the work of the school’s community partners and the school’s instructional programs. * Annie E. Casey Foundation, Connecting Schools, Families, and Communities , May 2007 © Reynolds and Hines, 2000

Indiana Governor Mitch Daniels
I am fascinated with InSAI. Tell other schools in your districts to join InSAI. February 2009 © American Student Achievement Institute InSAI has received recognition within the state. In 2005, InSAI was cited in the Indiana Education Roundtable newsletter as making “remarkable progress” in Indiana schools. © Reynolds and Hines, 2000

Indiana Education Roundtable Newsletter “remarkable progress”
InSAI is making “remarkable progress” in Indiana schools. January 2005 © American Student Achievement Institute InSAI has received recognition within the state. In 2005, InSAI was cited in the Indiana Education Roundtable newsletter as making “remarkable progress” in Indiana schools. © Reynolds and Hines, 2000

Participant Testimony
Indianapolis Public Schools (63 schools) Minetta Richardson, Title I Program Administrator The InSAI school improvement process has helped to bring consistency to the Indianapolis Public School system. It has provided for our district administrators and our schools a common improvement plan that everyone has had input toward and everyone understands. In addition, our district has had (4) audits in the (4) years I have served as Title I program administrator - national, regional, and state audits. Because of the InSAI process used in writing our school improvement plans, our district has not been cited for any major compliance issues from any of these audits. March 2009 © American Student Achievement Institute And in 2007, a document published by the Annie E. Casey Foundation presented InSAI process and discussed how the process increased the alignment between the work of the school’s community partners and the school’s instructional programs. © Reynolds and Hines, 2000

Participant Testimony
Kokomo Center Schools (16 schools) Sandi Quinton, Title I Director The InSAI school improvement planning process has helped our schools become more focused, involved and cohesive in our efforts to improve the learning of all of our students. Our district has used the InSAI process to develop district strategies based upon school needs and concerns. The InSAI staff has provided exceptional support and guidance through the process. March 2009 © American Student Achievement Institute And in 2007, a document published by the Annie E. Casey Foundation presented InSAI process and discussed how the process increased the alignment between the work of the school’s community partners and the school’s instructional programs. © Reynolds and Hines, 2000

Average Annual Change in the % of Passing ISTEP Tests
2002  2003 © American Student Achievement Institute While it’s nice to hear nice things that people say about InSAI, the real importance is in the results. Does InSAI help schools improve? Data collected in InSAI’s early years shows that while Indiana schools experienced a 3.3% gain in the percentage of passing ISTEP tests from 2002 to 2003, InSAI schools experienced a 5.0% gain. Indiana InSAI

Average Annual Change in the % of Passing ISTEP Tests
2002  2004 © American Student Achievement Institute In a study that compared the average annual change in the percent of passing ISTEP tests, data show that InSAI schools improved at a greater rate than non-InSAI schools. Source: William Stitt, The Effects of the Indiana Student Achievement Institute School Improvement Process on ISTEP Scores, 2006

InSAI ORGANIZING FOR CHANGE
One of the things that InSAI will help us do is build an organizational structure that will help us bring lots of different people to the table for discussion: educators, students, parents, business representatives, and community members. © American Student Achievement Institute

STEERING TEAM Team Make-Up Principal Math teacher Additional teacher
Counselor Parent Business representative Team Assignments Faculty PP Community Council PP Student Body PP Achievement Data PP Force Field Data PP Strategy Chair PP © American Student Achievement Institute InSAI Steering Team Petersburg Elementary School The Steering Team facilitates activities with all the teachers in the building to involve the faculty in the various steps of the improvement process. In this slide, the teachers at Attica Jr-Sr High School are discussing various aspects of their vision statement. Team Responsibilities Attend training sessions Facilitate discussions Develop consensus Send submissions to InSAI

Planning Discussions FULL FACULTY
© American Student Achievement Institute The Steering Team facilitates activities with all the teachers in the building to involve the faculty in the various steps of the improvement process. In this slide, the teachers at Attica Jr-Sr High School are discussing various aspects of their vision statement. Attica Jr-Sr High School, Attica, Indiana (discussing local core convictions)

LaVille Elementary School, Lakeview, Indiana
Planning Discussions COMMUNITY COUNCIL © American Student Achievement Institute The Steering Team also facilitates activities with the Community Council. In this slide, community members from LaVille Elementary School in Lakeview are discussing their strategy plans. LaVille Elementary School, Lakeview, Indiana

Attica Jr-Sr High School, Attica, Indiana
Planning Discussions STUDENT BODY © American Student Achievement Institute A key component to the InSAI improvement process is student involvement. Teams of students are trained in facilitation skills. They then meet with student groups to facilitate discussions throughout the improvement process. InSAI calls these “Whole School Break Out Sessions.” Student input is recorded by a “student recorder” who submits the students’ ideas to the Steering Team. In this slide, students are brainstorming ideas in response to the question, “What do all students deserve in order to be better learners at our school?” Attica Jr-Sr High School, Attica, Indiana Prompt: What do all students deserve in order to be effective learners?

Implementation STRATEGY CHAIRS
(Optional – Strategy Task Force) © American Student Achievement Institute A key component to the InSAI improvement process is student involvement. Teams of students are trained in facilitation skills. They then meet with student groups to facilitate discussions throughout the improvement process. InSAI calls these “Whole School Break Out Sessions.” Student input is recorded by a “student recorder” who submits the students’ ideas to the Steering Team. In this slide, students are brainstorming ideas in response to the question, “What do all students deserve in order to be better learners at our school?” LaVille Elementary School, Lakeview, Indiana (Strategy Task Force discussing the strategy “kick off”)

InSAI THE IMPROVEMENT PROCESS
This is the process that we’ll work through this year. © American Student Achievement Institute

Vision-to-Action School Improvement Process
Steering Team / Community Council / Full Faculty / Student Body 1 VISION 3 Current Data 2 Vision Data 4 Data Targets 5 Areas of Concern Expectations Curriculum Instruction Assessment Extra Help Guidance Environment © American Student Achievement Institute The school improvement process used by InSAI is called Vision-to-Action. The nice thing about this process is that it’s step-by-step and InSAI will be providing a LOT of help. Each time our Steering Team goes to a session, we’ll learn the next few steps of the process. Then, we’ll come home to discuss the steps with you. 6 Strategy Selection 8 ACTION 7 Strategy Plan Implementation Professional Development Anti-Resistance Evaluation

Local Meeting 1 - Rationale
Steering Team / Community Council / Full Faculty / Student Body 1 VISION 3 Current Data 2 Vision Data 4 Data Targets 5 Areas of Concern Expectations Curriculum Instruction Assessment Extra Help Guidance Environment © American Student Achievement Institute At the first session, we learned how to create an organizational structure for school improvement and discussed a rationale for change. That’s what we’re presenting to you now. 6 Strategy Selection 8 ACTION 7 Strategy Plan Implementation Professional Development Anti-Resistance Evaluation

Local Meeting 2 - Vision Steering Team / Community Council /
Full Faculty / Student Body 1 VISION 3 Current Data 2 Vision Data 4 Data Targets 5 Areas of Concern Expectations Curriculum Instruction Assessment Extra Help Guidance Environment © American Student Achievement Institute At our second meeting with you, we’ll start to see if we have a shared vision for student success and create our vision for student success. Unlike other processes that you may have been involved in, our vision statement will not sit on the shelf. Instead, it will guide our work as teachers, students, parents, and community members. We will continually strive to get closer and closer to our dream. 6 Strategy Selection 8 ACTION 7 Strategy Plan Implementation Professional Development Anti-Resistance Evaluation

Local Meeting 3 – Data Targets
Steering Team / Community Council / Full Faculty / Student Body 1 VISION 3 Current Data 2 Vision Data 4 Data Targets 5 Areas of Concern Expectations Curriculum Instruction Assessment Extra Help Guidance Environment © American Student Achievement Institute At our third meeting, we’ll analyze current achievement data to discover areas that concern us and possible achievement gaps. Then we’ll set achievement data targets that we pledge to each other we will work hard to reach by the end of next school year. 6 Strategy Selection 8 ACTION 7 Strategy Plan Implementation Professional Development Anti-Resistance Evaluation

Local Meeting 4 - Concerns
Steering Team / Community Council / Full Faculty / Student Body 1 VISION 3 Current Data 2 Vision Data 4 Data Targets 5 Areas of Concern Expectations Curriculum Instruction Assessment Extra Help Guidance Environment © American Student Achievement Institute At our fifth meeting, we’ll look at “force field” data in the seven areas listed in the slide (refer to slide). The data will help us determine what is blocking achievement in general in our school what unique blockers may exist for various student groups. We will then identify Areas of Concern that we will pledge to each other that we will work hard to address next year. 6 Strategy Selection 8 ACTION 7 Strategy Plan Implementation Professional Development Anti-Resistance Evaluation

Local Meeting 5 – Strategy Selection
Steering Team / Community Council / Full Faculty / Student Body 1 VISION 3 Current Data 2 Vision Data 4 Data Targets 5 Areas of Concern Expectations Curriculum Instruction Assessment Extra Help Guidance Environment © American Student Achievement Institute Prior to our sixth meeting, we will all be trying to find the best strategy or strategies for addressing our Areas of Concern. As part of this research, some of us will attend the Indiana Conference on Learning. Others will conduct research online or contact other InSAI schools to see what they’ve done to address concerns similar to ours. At the sixth meeting, we’ll present all those strategies and decide which one’s we’ll implement next year. It’s perfectly ok for us to continue implementing strategies that we’re currently using to raise achievement if they make the most sense for our school. 6 Strategy Selection 8 ACTION 7 Strategy Plan Implementation Professional Development Anti-Resistance Evaluation

Strategy Groups – Develop Plans
Steering Team / Community Council / Full Faculty / Student Body 1 VISION 3 Current Data 2 Vision Data 4 Data Targets 5 Areas of Concern Expectations Curriculum Instruction Assessment Extra Help Guidance Environment © American Student Achievement Institute After the strategies are identified, each will be assigned to a Strategy Chair who may or may not want to convene a Strategy Task Force based on the nature of the strategy. The Strategy Chairs will be named later after we figure out what our strategies will be. The Strategy Chairs will attend one training session with InSAI. They will be responsible for writing and implementing a comprehensive Strategy Plan. 6 Strategy Selection 8 ACTION 7 Strategy Plan Implementation Professional Development Anti-Resistance Evaluation

Next School Year – Implement Plans
Steering Team / Community Council / Full Faculty / Student Body 1 VISION 3 Current Data 2 Vision Data 4 Data Targets 5 Areas of Concern Expectations Curriculum Instruction Assessment Extra Help Guidance Environment © American Student Achievement Institute The last step of the Vison-to-Action process will be implemented next year. That step is to simply implement the Strategy Plans that we write this year. Notice the red arrow that goes up to “Current Data?” As soon as we begin implementing our strategies next year, we’ll begin collecting data to see if they are working. We will adjust the strategies as needed to make sure they are having the impact that we want them to have. 6 Strategy Selection 8 ACTION 7 Strategy Plan Implementation Professional Development Anti-Resistance Evaluation

InSAI SERVICES To help us with our work, InSAI will provide us with many resources. © American Student Achievement Institute

Tools / Support Vision-to-Action Process  Improvement process
 Organizational structure  Timeline for implementation Online Management System  Data storage  Data analysis & discussion tools  Process and outcome reports On-Call Technical Support  Strong commitment to providing help for the schools when they need it Step-by-Step Manual  Sample agendas  Facilitator guides  Power Points with scripts  Discussion prompts Planning guides School Improvement Plan  Binder with Tabs Format - audit ready – PL221, Title I, NCA  Summary Reports  Self Studies - PL221, Title I, NCA  Implementation To-Do Lists © American Student Achievement Institute InSAI also provides schools with significant technical support that is key to the success of the schools. Schools attend training sessions that occur every six weeks during the first year and every nine weeks during subsequent years. Schools are provided with a 1:3 ratio of InSAI staff to schools at the trainings. During these training sessions, teams participate in a peer review of the work they have completed during the past six weeks and then learn about the next few steps of InSAI’s change process, and practice participating in activities related to he next few steps. After each training session, schools receive feedback on their homework submissions within 48 hours. The feedback is based on a rubric provided to the schools in advance. InSAI also schedules strategic “check-in” phone calls during points in the process that have been significantly difficult for schools in the past. These phone calls are meant to provide encouragement and “just-in-time” technical support. Site visits are also provided at the school’s request.

Prepare teams to lead discussions at home.
Leadership Workshops ACTIVITY Year 1 Year 2 Year 3 Alumni Steering Team Workshop Days 6 full days 1 one hour 2 full days 2 half days (2 full days every three years) Strategy Chair Workshop Days 1 Number of schools at training site 12 24 48 Conference call follow-up Yes No © American Student Achievement Institute InSAI also provides schools with significant technical support that is key to the success of the schools. Schools attend training sessions that occur every six weeks during the first year and every nine weeks during subsequent years. Schools are provided with a 1:3 ratio of InSAI staff to schools at the trainings. During these training sessions, teams participate in a peer review of the work they have completed during the past six weeks and then learn about the next few steps of InSAI’s change process, and practice participating in activities related to he next few steps. After each training session, schools receive feedback on their homework submissions within 48 hours. The feedback is based on a rubric provided to the schools in advance. InSAI also schedules strategic “check-in” phone calls during points in the process that have been significantly difficult for schools in the past. These phone calls are meant to provide encouragement and “just-in-time” technical support. Site visits are also provided at the school’s request. Prepare teams to lead discussions at home.

Third-Party “Friendly” Reviews
 Review submissions throughout the year  Actual Reviews for: -- InSAI Improvement Planning Standards -- Indiana PL221 (no second read by DOE)  Third-Party “Friendly” Review for: -- Title I Schoolwide -- No Child Left Behind (schools “in improvement”) -- NCA (improvement planning indicators)  Written feedback on all submissions  Multiple chances for revision © American Student Achievement Institute InSAI also provides schools with significant technical support that is key to the success of the schools. Schools attend training sessions that occur every six weeks during the first year and every nine weeks during subsequent years. Schools are provided with a 1:3 ratio of InSAI staff to schools at the trainings. During these training sessions, teams participate in a peer review of the work they have completed during the past six weeks and then learn about the next few steps of InSAI’s change process, and practice participating in activities related to he next few steps. After each training session, schools receive feedback on their homework submissions within 48 hours. The feedback is based on a rubric provided to the schools in advance. InSAI also schedules strategic “check-in” phone calls during points in the process that have been significantly difficult for schools in the past. These phone calls are meant to provide encouragement and “just-in-time” technical support. Site visits are also provided at the school’s request.

InSAI School Improvement Plan Format
The InSAI Online System is an interactive website containing multiple tools that we will use this year. © American Student Achievement Institute

School Improvement Plan Every document behind a tab
BINDER Every document behind a tab PROCESS PRODUCTS Discussion Summaries (5) Faculty Community Council Student Body Achievement Data Tables Force Field Data Tables Survey results Short answer Inquiry questions Data Analysis Charts Strategy Plans Strategy Crosswalks Strategy Signature Page Funding Summary Leadership Rosters Vision Statement Academic Goals Barriers to Goals Strategies Professional Development To-Do List InSAI’s interactive website can be found at The front page of the website can get us to three places. We can 1) Log into the InSAI data system, 2) registration for meetings and InSAI’s conference, and 3) current initiatives. If we log in using the password that InSAI provided . . .

One Plan – Many Uses Different Tables of Contents
for different reviewers PL 221 Title I Schoolwide Title I TAS No Child Left Behind North Central Association Malcolm Balridge © American Student Achievement Institute InSAI started in 1991 with a grant to six schools from Lilly Endowment. Lilly gave the original six schools access to people in the business world who were experts in systemic change and asked them to see if systemic change concepts from the business community could be used for school improvement. Steering teams from the six schools set out to learn if a small group of people working from within could change the culture of a community and school to one that embraces high achievement for all students including groups of students that traditionally performed academically below their peers. The results were extremely positive.  After Lilly concluded the project in 1994, a group of those who had participated in the initial project decided to revive the project as a summer hobby, teaching what they had learned to others. In 2000, InSAI incorporated. Including the schools participating this year, 406 Indiana schools have participated in InSAI.

InSAI Push of a button ! ADDITIONAL SIP VIEWS

Public School Improvement Plan
We will have the option of posting a public version of our School Improvement Plan online to share with our community.

School Website ASAI Certification: Schools that meet specific criteria for school improvement planning are certified by the American Student Achievement Institute as having met rigorous standards for school improvement planning. ASAI certified schools receive a certificate indicating that they have met ASAI's improvement planning standards. Click to view Taylor Intermediate's School Improvement Plan. Our central office will also be able to observe the progress that we’re making in our planning and observe our finished work. This will allow us to open discussions with the central office and make sure that we have central office support throughout the process. Taylor Intermediate School Improvement Steering Team

School Improvement Plan Summary for PL221
And by clicking one button, we’ll be able to create a School Improvement Plan Summary that is suitable for submission to DOE for PL221.

School Improvement Plan Summary for Title I
And by clicking one button, we’ll be able to create a School Improvement Plan Summary that is suitable for submission to DOE for PL221.

InSAI Push of a button ! DISTRICT MONITORING TOOLS
The InSAI Online System is an interactive website containing multiple tools that we will use this year. Push of a button ! © American Student Achievement Institute

InSAI Online System www.asainstitute.org
Password Protected Districts Personnel Can Monitor: Components of each school’s SIP Deadlines and submission dates Status of each submission (meets criteria / please revise) Crosswalk of strategy compliance InSAI’s interactive website can be found at The front page of the website can get us to three places. We can 1) Log into the InSAI data system, 2) registration for meetings and InSAI’s conference, and 3) current initiatives. If we log in using the password that InSAI provided . . .

InSAI Implementation Portfolio

Implementation Portfolio “Ready for an audit at a moment’s notice”
InSAI Implementation Portfolio “Ready for an audit at a moment’s notice” Table of Contents School Improvement Plan Summary Tabs – Proof of Plan Implementation Teacher Roster – How Teachers Became Highly Qualified C. Parent Right-to-Know Letter – Qualifications Parent Right-to-Know Letter – Teacher / Para Not Highly Qualified Parent Notice – Assessment Results E. School-Parent Compact Annual Parent Meeting Attract Highly Qualified Teachers Strategy H Parent Involvement Strategy I. Focused Academic Area Strategy J. Focused Student Group Strategy K. Early Childhood Transition Strategy L. Timely Additional Assistance or Extended Learning Strategy * M. Teacher Mentoring Strategy * N. Parent Notice – School in Improvement * O. Peer Review * InSAI Staff Reviews Portfolio October 1 Extended Rubric InSAI’s interactive website can be found at The front page of the website can get us to three places. We can 1) Log into the InSAI data system, 2) registration for meetings and InSAI’s conference, and 3) current initiatives. If we log in using the password that InSAI provided . . .

InSAI ONLNE SYSTEM Data Entry

InSAI COST The InSAI Online System is an interactive website containing multiple tools that we will use this year. © American Student Achievement Institute

InSAI FEE SCHEDULE YEAR 1 YEAR 2 YEAR 3 ALUMNI $12,500 $1,200 $1,000 Before we begin, we’d like to tell you again how proud we are of our school and community. We choose to do develop a comprehensive school improvement plan and we all worked together last year to put it together. Some schools took the easy route, just meeting the letter of PL221. We decided to look beyond PL221 to what was best for kids. It was hard work, but we think we have a school improvement plan to be proud of. Average fee charged by other organizations for similar services: $60,000 per school per year

Application InSAI School Improvement Institute Due May 1, 2009
Indiana Student Achievement Institute InSAI Application School Improvement Institute Due May 1, 2009 Our school has chosen to participate in the Indiana Student Achievement Institute.

DISTRICT IMPROVEMENT INSTITUTE InSAI
Indiana Student Achievement Institute InSAI Indiana Student Achievement Institute DISTRICT IMPROVEMENT INSTITUTE Our school has chosen to be involved with an “outside” coach to help us with our school improvement planning. That coach is the Indiana Student Achievement Institute. This presentation will help us understand InSAI’s work.

District-School Coordination
INPUT DEADLINE SCHOOL DISCUSSION Sept 15 Oct Vision Oct 15 Nov Data Targets Nov 15 Dec Areas of Concern Jan 15 Feb Strategies Feb 15 Mar Strategy Plans © American Student Achievement Institute InSAI started in 1991 with a grant to six schools from Lilly Endowment. Lilly gave the original six schools access to people in the business world who were experts in systemic change and asked them to see if systemic change concepts from the business community could be used for school improvement. Steering teams from the six schools set out to learn if a small group of people working from within could change the culture of a community and school to one that embraces high achievement for all students including groups of students that traditionally performed academically below their peers. The results were extremely positive.  After Lilly concluded the project in 1994, a group of those who had participated in the initial project decided to revive the project as a summer hobby, teaching what they had learned to others. In 2000, InSAI incorporated. Including the schools participating this year, 406 Indiana schools have participated in InSAI.

District Team Workshops
1. Intro / Vision 2. Achievement Data Targets 3. Areas of Concern 4. Strategy Titles & Descriptions 5. Strategy Support for Schools © American Student Achievement Institute InSAI started in 1991 with a grant to six schools from Lilly Endowment. Lilly gave the original six schools access to people in the business world who were experts in systemic change and asked them to see if systemic change concepts from the business community could be used for school improvement. Steering teams from the six schools set out to learn if a small group of people working from within could change the culture of a community and school to one that embraces high achievement for all students including groups of students that traditionally performed academically below their peers. The results were extremely positive.  After Lilly concluded the project in 1994, a group of those who had participated in the initial project decided to revive the project as a summer hobby, teaching what they had learned to others. In 2000, InSAI incorporated. Including the schools participating this year, 406 Indiana schools have participated in InSAI.

District Online System
Online District Improvement Plan NEW: InSAI District Improvement Plans will meet DOE’s requirement for an LEA Title I Improvement Plan. Note: Districts will still complete the Title I application. © American Student Achievement Institute InSAI started in 1991 with a grant to six schools from Lilly Endowment. Lilly gave the original six schools access to people in the business world who were experts in systemic change and asked them to see if systemic change concepts from the business community could be used for school improvement. Steering teams from the six schools set out to learn if a small group of people working from within could change the culture of a community and school to one that embraces high achievement for all students including groups of students that traditionally performed academically below their peers. The results were extremely positive.  After Lilly concluded the project in 1994, a group of those who had participated in the initial project decided to revive the project as a summer hobby, teaching what they had learned to others. In 2000, InSAI incorporated. Including the schools participating this year, 406 Indiana schools have participated in InSAI.

Indiana Student Achievement Institute InSAI Questions CONTACT INFO Our school has chosen to participate in the Indiana Student Achievement Institute.

InSAI Intro WELCOME InSAI The “Go-to-Meeting”

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InSAI Intro WELCOME InSAI The “Go-to-Meeting”

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