1. Developing School Improvement Plans #101
Requirements – Resources – Successful Plans
June 2010

2. Presentation Overview
Federal and State Requirements
State Board of Education Resources
School Improvement Plan Content
Tips for Creating Successful Plans

3. Federal and State Requirements
Districts and schools which are in academic status based on the State assessments are required by law to have a current improvement plan on file at the Interactive Illinois Report Card (IIRC) site that meets the federal guidelines.

4. Federal Guidance: LEA & School Improvement
Federal & State Law
Federal Law:
Public Law , Elementary and Secondary Education Act of 1965, Section 1101, Section d of the School Code, 105 ILCS 5/2-3.25d
Federal Guidance: LEA & School Improvement
State Law:
Section 1.85 School and District Improvement Plans; Restructuring Plans of the Illinois Administrative Code.

5. Types of District Improvement Plans
Academic Status
Title III (English as a Second Language) grant
Special Education compliance
Response to Intervention (RtI) State plan
Single School District Improvement Plan:
Addresses requirements for both district and school

6. Types of School Improvement Plans
Has not made AYP for two or more years
Restructuring Plan:
Created by district for school that has not made adequate yearly progress for a fifth calculation
NOTE:
Single School District Improvement Plan:
Addresses requirements for both district and school

7. Resources – Improvement Plans
Illinois State Board of Education
Main Page:
Overview of Improvement Plans:
Frequently Asked Questions:

8. Interactive Illinois Report Card (IIRC)
State - District - Schools Data (public access)
Improvement Plans
Guides
E-Plan Templates (password protected)
Monitoring Prompts (ISBE responses)
Administrators – Student Data (restricted)

9. IIRC – Login to e-Plans Page
Slide 17 Also, this is another tip to prevent heartburn. The first time you enter this information, type the user name in the username field (see the SIPL111 in the example), enter a space, then type the password, highlight it, and drag it into the password textbox. This way you can see what you’re typing. (What you type in the password field is encrypted. If you make a mistake, you won’t know it. Dragging the password down or copying it from Gail’s to you, will prevent this from happening.) If you mistype the username or password, you may need to back completely out of your browser to go in again and retype the username and passwords.

10. Focus: School Improvement Plan (SIP)
SIP includes Four Components I:
Data and Analysis
III.
Plan Development,
Review, and
Implementation
II.
Action Plan
IV.
Board Action

11. What Makes a Successful Plan?
Connections and relationships are clear.
Data and Analysis
Strategies & Activities Monitoring Process
Roles, responsibilities, and expectations are defined.
(administrators, teachers, students, parents, others)
Focus is on changing instructional practice in the classrooms and improving student achievement.

12. Section I: Data and Analysis
I.A: Record Card Data
IIRC includes data comparisons 2002 to 2010.
AYP information
Assessment data – reading & mathematics
School information
Educator data

13. AYP Calculations & Trends
To make AYP, a district or school
must meet ALL
of the following three requirements:
Participation Rate on State Assessment
Performance (Reading and Mathematics)
Attendance/Graduation Rate

14. Section I: Data and Analysis
Identify:
Areas of weakness and strengths
Contributing external and internal factors
Conclusions:
What do these factors imply for the next steps in school improvement planning?
What can be addressed by the school?

15. Section I Continued I.B: Local Assessment Data (optional)
Local assessment data and analysis that are directly related to the identified strategies and activities and relate to the AYP results can be critical to the success of the plan.
I-C: Other Data (optional)
Other data help to define the current situation that exists in the school and/or community and are relevant to the school not making AYP.

16. Section I Continued I.C: Item 1 – Attributes & Challenges
Description and analysis of the school and community attributes and challenges that have affected student performance.
I-C: Item 2 – Education Qualifications, Staff Capacity, and Professional Development.
Description and analysis of each of the listed components.

17. Section I Continued I.C: Item 3 – Parent Involvement
Description and analysis of the parental involvement – knowing that parents are to be actively engaged in the educational process.
I-D: Key Factors (CRITICAL)
Prioritize the factors identified in I-A, I-B, and I-C that staff can change or influence.
Use these to develop the Action Plan, including strategies and activities for students, educators, and parents.

18. Section II – Action Plan
Objectives must -
Identify the current achievement level
Be measurable outcomes in terms of the AYP achieved for EACH year of the plan. (Plan must span two years.)
Focus on fundamental teaching and learning issues
Ensure that each subgroup meets the State’s target

19. Objective: While the current achievement in math for students with disabilities subgroup is 46.5% meeting/exceeding for ISAT, this subgroup will make AYP of at least 77.5% in 2010 and 85% for 2011 or Safe Harbor.
Strategies:
1 double block math instruction
2 coaching for math staff
3 student and staff review of student work
4 improve test taking skills
5 progress monitoring to drive instruction
Slide 28 Here’s an example of a math objective and strategies that a school might outline related to that objective. The pages that would follow this example would identify the expectations for how these strategies would be accomplished which leads to the last tip.

20. Section II – Action Plan
II: Strategies and Activities
II-B: Students
II-C: Professional Development
II-D: Parent Involvement
II-E: Monitoring (for each objective)

21. Clarity is KEY The plan users must know what is expected of them to
implement the plan with fidelity
and monitor progress.

22. Defining Strategies & Activities
Are the strategies and activities necessary for the students, educators, and parents?
Do they incorporate on-going successful strategies and activities?
Will these effectively change instructional practice and improve student achievement?
Can these be monitored (observed and measured)?

23. Section III: Plan Development, Review, and Implementation
Descriptions of each:
Part A: Parent Notification
Part B: Stakeholder Involvement
Part C: Peer Review Process
Part D: Teacher Mentoring Process
Part E: District Responsibilities
As Applicable:
- Corrective Actions
- Restructuring Options
Part F: State Responsibilities
Part G: School Support Team

24. Section IV: Board Action
The plan must be approved
by the
Local Board of Education
and
submitted electronically to the IIRC.

25. ISBE Monitoring Academic Status:
Use ISBE SIP Monitoring form at to determine compliance [C] with the law.

26. Improvement Planning - Ongoing
Ongoing efforts to improve
Coordinated efforts – development, monitoring, refinement
Primary Focus:
IMPROVE STUDENT ACHIEVEMENT
for
ALL STUDENTS

27. Technical Assistance ISBE website:
District and School Improvement Plans
Center on Innovation & Improvement
(multiple resources on improvement planning)

28. ISBE Contacts Innovation & Improvement Division 217-524-5832
Carol Diedrichsen, Principal Consultant
Martha (Marti) Woelfle, Principal Consultant