Writing a School Improvement Plan High Schools. School Improvement Plan Rules and Regs School improvement planning is a process of developing, implementing,

Writing a School Improvement Plan

High Schools

School Improvement Plan Rules and Reg’s

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 93-0470 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.

We are expected to be very systematicabout what we do to help ALL students

master core curriculum.

We are expected to be very systematicabout what we do to help ALL students

master core curriculum.

Can you be more specific?

We are expected to be very systematicabout what we do to help ALL students

master core curriculum.

1. Align each school district’s core curriculum with state standards.

We are expected to be very systematicabout what we do to help ALL students

master core curriculum.

1. Align each school district’s core curriculum with state standards.2. Teach the core curriculum to each student

We are expected to be very systematicabout what we do to help ALL students

master core curriculum.

1. Align each school district’s core curriculum with state standards.2. Teach the core curriculum to each student3. Monitor the progress of each student

We are expected to be very systematicabout what we do to help ALL students

master core curriculum.

1. Align each school district’s core curriculum with state standards.2. Teach the core curriculum to each student3. Monitor the progress of each student4. Use research-based strategies to instruct each student

We are expected to be very systematicabout what we do to help ALL students

master core curriculum.

1. Align each school district’s core curriculum with state standards.2. Teach the core curriculum to each student3. Monitor the progress of each student4. Use research-based strategies to instruct each student5. Provide interventions for students who need more in order to succeed

ReadingReadingReadingReading

MathMath

AYP is determined by making it over all 20 hurdles (10 hurdles for reading and 10 for math) by

disaggregation of data.

Composite

Composite

AmericanIndian

AmericanIndian

Asian

Asian

Black

Black

White

White

Hispanic

Hispanic

Students withDisabilities

Students withDisabilities

LowIncome

LowIncome

LEP

LEP

Multi-Racial

Multi-Racial

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

Components1.0 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)

The AYP Information Page

~Test participation

~Academic performance

~Attendance or graduation rate

~9 subgroups41 targets

Illini Equal Steps

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

AYP Information Page

• Review the AYP sheet.

• Work with your SIP team to identify your school’s targets (No’s).

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 narrative2.3 Community characteristics

narrative

Describe your context.

Pages 2-3 School Improvement Plan Template

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

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 data3.4 Professional development3.5 Parent/family involvement3.6 Additional types of data3.7 Data quality

Show your data!Pages 4 – 7 School Improvement Plan Template

Page 8 of School Improvement Plan Template

State Assessment Data for Prairie State Achievement Exam (PSAE)

Reading Meets/Exceeds

MathematicsMeets/Exceeds

Groups 2000-2001 2001-2002 2002-2003 2003-2004 2000-2001 2001-2002 2002-2003 2003-2004

Total

Economically disadvantaged

LEP

Students w/disabilities

White,Non-Hispanic

Black, Non-Hispanic

American Indian or Alaskan Native

Asian or Pacific Islander

Hispanic

Reading Comparison of Meets and ExceedsTotal school population =White =Disabilities =

Reading Gap between Disabilities & White Students

Reading Comparison of Meets and ExceedsTotal school population = White =Hispanic =

Reading Gap between Hispanic & White Students

Math Comparison of Meets and ExceedsTotal school population =White = Disabilities

Math Gap between Disabilities & White Students

Math Comparison of Meets and ExceedsTotal school population = White = Hispanic =

Math Gap between Hispanic & White Students

Findings:

Findings

Learning History, Family Background of Target Groups

Instructional History, Organizational HistoryWhat has been tried previously?

4.3 Hypotheses to Explain Dependent Variables

SIP team and faculty members

brainstormpossible causes:

Why did this groupfail to hit the target?

Targets & Possible Causes

TARGET or PROBLEM

Low reading scoresPoor attendanceInsufficient # tested

POSSIBLE CAUSESInstructional materialsMoms’ educationTeachers on leaveTeacher mobilityStudent mobilityFlu epidemicUneven ILS instruction

4.5 IDENTIFICATION OF PRIMARY CAUSAL

FACTORS

4.6 SELECTION OF STRATEGIES

4.4 SUMMARIES FOR INDEPENDENT VARIABLES

4.3 HYPOTHESES TO EXPLAINDEPENDENT VARIABLES

Page 8

School Improvement Plan Template

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.

The SIP should make a convincing case that

Thisstrategy

thistarget.

will adequatelyimprove

performance in

5.0 Action Plan

(5.1) Strategywill

adequatelyimprove

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 – 11School Improvement Plan Template

5.1 – 5.8 Action PlanStrategy (5.1)

will adequately

improveperformance

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

improveperformance

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 consistentsystem of classroom

management school-wide

all learning areas and grades tested.

Strategy (5.1)

will adequately

improveperformance

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

improveperformance

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

improveperformance

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

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 Use6.2 Qualified and Effective Educators6.3 Relation to Strategies6.4 Scheduling6.5 Resources6.6 Scientifically Based Research (SBR) 6.7 Integration of Technology6.8 Evaluation/Continuous Improvement6.9 Mentoring

6.3 – 6.6 can be done in a table formatOutline necessary professional development.

7.0 ILS Implementation

7.1 Alignment of curriculum, instruction, assessment

7.2 Standards-aligned classrooms7.3 ILS practices and procedures7.4 Review of practices and

procedures

Describe ILS at your school.

8.0 Family and Community Involvement

8.1 Data use8.2 Stakeholder involvement in SIP

process8.3 Communication of SIP progress8.4 Role in action plan8.5 Role in supporting learning8.6 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 process10.2 Monitoring progress of the plan10.3 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 levelsScoring rules3 designations

Components1.0 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 ScoringInitiation Progressio

nImplementatio

n0 1 2

3

0

2

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 Targets 0 3School Information 0 1 2 3Data/Information Collection 0 1 2 3Data Analysis 0 1 2 3Action Plan 0 1 2 3Professional Development 0 1 2 3Learning Standards Implementation 0 1 2 3Family/Community Involvement 0 1 2 3Support Systems 0 1 2 3Review, Monitoring, and Revision 0 1 2 3

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

0Non-existent

1Initiation

2Progression

3Implementation

Non-existent or virtually

non-existent

Beginning to

implement or develop

Making progress

Fully implementing

Approval level

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.

COMPONENTS TASKS

Web Addresses

http://www.isbe.net/sos/pdf/SIPRUBRIC.pdf

http://www.isbe.net/sos/word/SIPtemplateK-8.doc

http://www.isbe.net/sos/word/SIPtemplateHS2.doc