Writing a School Improvement Plan High Schools
Mar 27, 2015
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