1. The School Improvement Process LaSalle County ROE #35 www.roe35.k12.il.us

2. IIRC WEBSITE www.iirc.niu.edu Access District/School Information Detailed Analysis by Subject/Grade/District Information Regarding Goals Covered on ISAT/PSAE

3. Safe Harbor If a subgroup fails to meet an academic target, they may make AYP through Safe Harbor. Safe Harbor is calculated by the subgroup reducing its percentage of student not making standards by 10% of the previous years percentage. In addition to this, the subgroup must meet the attendance or graduation rate.

4. Calculation of Safe Harbor Because Safe Harbor is calculated ONLY for each academic subgroup using all the tests given (ISAT, PSAE, IMAGE, IAA) in the grades tested in each school, it can ONLY be calculated accurately by ISBE.

5. Approximation of Safe Harbor 20% Meet + Exceed 80% Do Not Meet 10% Increase of 80 = 8 Increase 20 + 8 = 28 28% must Meet + Exceed AND The Subgroup must meet the Attendance or Graduation rate to reach Safe Harbor.

6. Safe Harbor – An Exception Safe Harbor is automatically calculated by the computer ONLY if it will HELP the school possibly achieve AYP. Safe Harbor is NOT calculated if it would hurt the school’s chances of making AYP. Example: 35% Meet + Exceed 65% Do Not Meet 10% of 65 = 6.5 Increase of 35 + 6.5 = 41.5% This target is greater than the 37% subgroup target so Safe Harbor DOES NOT apply.

7. 37% Subgroup Target – What’s That? Subgroup Targets are 3% less than the performance target. In 2004, the performance target was 40% and the subgroup performance target was 37%. In 2005, the performance target will be 47.5% and the subgroup performance target will be 44.5%

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

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

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

11. Multicultural

12. 41 POINTS 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

13. Multicultural

14. AYP Information Page Review the AYP sheet. Work with your SIP team to identify your school’s targets (No’s).

15. 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

16. 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

17. 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

18. Terms DEPENDENT VARIABLES = What are the NO’s on the AYP Information Page? (NO’s become targets) INDEPENDENT VARIABLES = What has caused these problems? STRATEGIES = How will you fix these problems? I ? D

19. 3.0 Data Collection and Information TARGETS or NO’S (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

20. Page 8 of School Improvement Plan Template

21. 4.1 SUMMARIES OF DATA FOR DEPENDENT VARIABLES (3.1/3.2) Grade 3 Black students 38.4% met in reading and 33% met in math in 2003. Grade 5 Black students 24% met in reading and math in 2003. 2000200120022003 Grade 3 Grade 5 Grade 3Grade 5 Grade 3 Grade 5Grade 3Grade 5 MATHEMATICS Black, Non- Hispanic 64%26%44.2%22%33.3%24.2%33%24.2% White, Non- Hispanic **78%43%55.6%50%65.9%60.9% Economically Disadvantaged **74%27%51.4%32.8%45%46.7% This is an example of a way to provide a summary and a comparison of data.

22. Grade 3 Reading Comparison of Meets and Exceeds Total school population = 47.6% White = 54.4% Black = 38.4% Grade 3 Reading Gap between Black & White Students The black students have scored 16% lower than the white students. Grade 3 Math Comparison of Meets and Exceeds Total school population = 50.6% White = 65.9% Black = 33% Grade 3 Math Gap between Black & White Students The black students have scored 32.9% lower than the white students. Twice as many white students meet and exceed as the black. Grade 5 Reading Comparison of Meets and Exceeds Total school population = 43.8% White = 58.7% Black = 24.2% Grade 5 Reading Gap between Black & White Students The black students have scored 34.5% lower than the white students. More than twice as many white students meet and exceed as the black students. Grade 5 Math Comparison of Meets and Exceeds Total school population = 46.3% White = 60.9% Black = 24.2% Grade 5 Math Gap between Black & White Students The black students have scored 36.7% lower than the white students. Nearly three times as many white students meet or exceed as black students. The gaps between black and white students in math are greater than the gaps between the students in reading.

23. Trends The scores in reading and math for the subgroup of black students in grades 3 and 5 have been declining from 2000 through 2002 but have leveled off in 2003. The 2003 scores are still below the required AYP targets.

24. 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” 5 1 2 345 What’s the real problem?

25. 4.3 Hypotheses to Explain Dependent Variables SIP team and faculty members brainstorm possible causes: Why did this group fail to hit the target?

26. 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

27. 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

28. 4.3-4.6 Data Analysis T Target #__: 4.3 Hypotheses – Theories based on professional judgment about why the problem exists. 1. 2. 3. 4. 4.4 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. 1. 2. 3. 4.6 Selection of Strategy – Select one causal factor for each refined target. 1. T A R G E T Select a strategy.

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

30. 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 you’re going to do. Pages 10 – 11 School Improvement Plan Template

31. 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

32. 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

33. 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

34. 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

35. 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 children’s science fair projects Weak

36. 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)

37. 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.

38. 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.

39. 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.

40. 9.0 Support Systems 9.1 Internal district support 9.2 External support Talk about your partners.

41. 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.

42. SIP Tasks 1.0 Identify the “No’s”. 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. 10.0 Discuss how you will review, monitor, and revise. COMPONENTSTASKS