ACSIP

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ACSIP

• Arkansas Consolidated School Improvement Process
  

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Effective School Improvement Planning...

• Develops a plan in consultation with teachers,
  principals, administrators, other appropriate
  school personnel, and parents of children in
  school. (No Child Left Behind)
• Meets ADE Accreditation, Act 999 of 1999, and
  NCLB requirements

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An Overview of School Improvement Committees
District ACSIP Committee
Building ACSIP Committee
Additional Priority Committee if data reflect
need Faculty Divided into Equal-Sized Groups
Math Priority Committee Faculty Divided into
Equal-Sized Groups
Literacy Priority Committee Faculty Divided
into Equal-Sized Groups
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An Overview of School Improvement Committees
District ACSIP Committee

• Suggested Members
• Building Administrator
• Building Chairpersons
• Federal Coordinators
• Limited English Proficient Coordinator
• Migrant Coordinators
• Equity Coordinators
• Technology Coordinators
• Curriculum Coordinators
• Professional Development Coordinators
• Non-Certified Staff
• Bookkeepers
• Literacy/Math Coaches
• Parents and Community/Business Members
• Special Education Supervisor
• Drug Coordinator
• Resource Officer

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An Overview of School Improvement Committees
Building ACSIP Committee

• Suggested Members
• Administrator
• Chairperson for each Priority
• Smart Start/Smart Step Facilitators
• Representation from each Entitlement I-VI
• Special Education, including Gifted and Talented
• Limited English Proficient
• Migrant Coordinator
• Equity Coordinator
• Technology Coordinator
• Curriculum Coordinator
• Professional Development Coordinator
• Non-Certified Staff
• Literacy/Math Coaches
• Other working Committee Chairs (Data and
  Research)
• Parents and Community/Business Members

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Steps to the ACSIP Process

• Reviewing/Revising Mission Statement
• Collecting, Profiling, and Analyzing Data
• Selecting Priorities and Setting Goals
• Setting Benchmarks (AYP)
• Selecting Scientifically-Based Research
  Interventions
• Developing Actions
• Implementing Plan
• Monitoring and Evaluating Plan

ALIGNMENT
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Alignment

• System
• Curriculum and
• Assessments
• Instructional
• Practices

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Mission Statement
Review and/or Revise the Schools Mission
Statement
Sample It is the mission of the Arkansas
Department of Education to educate all students
in a safe, non-threatening environment, accessible
to all. We will provide a relevant and
challenging curriculum for each student which
will promote higher level thinking skills,
develop working skills in technology, and
develop social skills to be a responsible
citizen in an ever changing world.
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Collecting, Profiling, and Analyzing Data

• Academic Data
• (Maintain the most current three year history of
  data)
• Criterion-Referenced Tests
• Benchmark Exams
• (Primary, Intermediate, Middle Level, and all
  End of Course Exams)
• Norm-Referenced Tests
• Optional Assessments
• (ACT, PLAN, EXPLORE, Locally developed
  assessments)

• Non-Academic Data
• (Maintain the most current three year history of
  data)
• Graduation Rate (9-12)
• Drop Out Rate
• Avg Daily Attendance (K-8)
• Classes Taught by an Appropriately Licensed
  Teacher
• Professional Development
• School Safety
• Technology Data
• Optional Data
• (Discretion of School)
• Items used for AYP accountability

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ACADEMIC DATA DISAGGREGATION
CRT Analyze combined school population
to include percent of students scoring
proficient. Math- Analysis should
identify student weaknesses in strands
and goals and in open-response versus
multiple choice items. Literacy-
Analysis should identify student
weaknesses in multiple choice and open
response reading passages and in writing
domains.
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ACADEMIC DATA DISAGGREGATION

• Disaggregated data should reflect information
• on the following subpopulations
• Economically Disadvantaged
• Racial/Ethnic
• Caucasian
• Hispanic
• African American
• Students with Disabilities (IEP)
• LEP Students

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ACADEMIC DATA DISAGGREGATION
NRT Analyze school population to include
content subskill and skill cluster
performance in reading, language, and
math.
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NON-ACADEMIC DATA DISAGGREGATION
Review Daily Attendance rate for K-8 and
Graduation Rate for 9-12. If these areas fall
below the required state standards, they must be
reflected in the supporting data statements and
addressed through appropriate Interventions and
Actions. Review all non-academic data reflected
on the School Report Card. Any areas that fall
below required standards may be addressed in the
school improvement plan.
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Selecting Priorities
PriorityA specific target area of improvement in
student achievement that has been determined by
data. Example- Mathematics Skills or Literacy
Skills. Additional Priority if appropriate data
reflect the need.
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Setting Goals

• Goals are directly linked to a priority.
• Goals narrow the scope of a priority by
  addressing specific weaknesses based on data
  disaggregation.
• Example- To improve practical reading, open
  response, and writing content.

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Setting BenchmarksAdequate Yearly Progress

• Benchmarks measure student expectations that must
  be achieved within a specified time frame.
• Benchmarks establish how much improvement
  students are expected to achieve (AYP), by when,
  as measured by the appropriate assessment.
• Benchmarks must be set for combined population as
  well as sub-populations.

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Selecting Scientifically Based Research
Interventions

• Interventions are scientifically based research
  strategies, programs or major initiatives which
  address the goal(s) and benchmarks.
  Interventions are supported by actions which help
  achieve the goals.
• Research citations should include author,
  title, source, and publication date.
• Example- Curriculum Alignment

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Developing Actions

• Alignment
• Academic Improvement Plan
• Collaboration
• Equity
• Parental Engagement
• Plan Evaluation
• Professional Development
• Special Education
• Technology Inclusion

Actions are multiple steps required to implement
and maintain the intervention.
Each action must be labeled with one or more of
the following Action Types
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Defining Action Types
Alignment Actions that ensure that local
curriculum, assessments, and instruction are in
line horizontally and vertically with the
Arkansas Frameworks and state assessments. Academ
ic Improvement Plan (AIP) Actions that detail
supplemental and /or remedial instruction for any
student (K-12) who is not performing at grade
level.
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Defining Action Types
Collaboration Actions that reflect how other
groups are involved in the educational process
(Examples- Other grade levels, other schools,
colleges, universities, educational cooperatives,
state agencies, consultants, community, and
parents) Equity Actions that include specific
strategies designed to reduce disparities in the
academic achievement of any subgroups.
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Defining Action Types
Plan Evaluation Actions designed to evaluate the
effectiveness of interventions and to revise the
ACSIP. Professional Development Data driven,
standards based training for staff and
administrators that support specific
interventions/ actions within the ACSIP.
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Defining of Action Types
Special Education Actions within the
interventions that ensure the needs of special
education students and teachers are met. Only
Focus schools are required to reflect
interventions that address special education
issues as identified by the ADE Special Education
Department. Technology Inclusion Actions reflect
how technology will be utilized to support
instructional activities within the identified
interventions. Actions should also align with the
district technology plan.
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Defining Action Types
Parental Engagement Actions reflect how parents
are actively involved in the educational process
of the students. Actions should reflect
opportunities for parents to provide input and/or
feedback concerning the school improvement
process, serve on committees and participate in
academic activities. The actions should not be
limited to informing parents of activities or
academic information through newsletters and
other materials.
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Developing Actions

• Each of the following categories should be
  completed for every action
• Person Responsible
• Time Line (multi-year actions may be reflected in
  the timeline)
• Resources
• Source of Funds (Federal Coordinator should be
  involved in the process.)

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Implementing The Plan

• To get the best results, all of the key elements
  of the School Improvement Plan must be fully
  implemented.
• School staff should be provided with all the
  professional development, resources, and support
  to effectively implement the plan.

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Monitoring Evaluating The Plan

• Internal
• Actions should be included that reflect periodic
  
  monitoring of the effectiveness of
  the School Improvement Plan.
• The process could include utilizing local
  assessments, state mandated test scores,
  curriculum assessments, and teacher collaboration
  (etc.).

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Monitoring Evaluating The Plan

• External
• Comprehensive evaluation at least every five
  years by the School Improvement Unit.
• Annual review of the updated plan (Federal
  Programs Application).
• Arkansas Standards review by the Standards
  Assurance Unit.
• Periodic monitoring to ensure compliance of Act
  999 and NCLB.

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Amending the Plan

• When revisions to the plan affect the use of
  Federal monies, the following steps should be
  completed
• Label all revised files with the appropriate
  revision number.
• Submit only the revised documents affected by the
  change to the ftp site.
• E-mail a brief description of the latest
  revision(s) to the appropriate school
  improvement supervisor.

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School Improvement SupervisorMary Calloway

• E-mail
• mcalloway_at_arkedu.k12.ar.us
• Phone
• 501-682-4566

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The Arkansas Consolidated School Improvement
Planning Model
Reviewing/Revising Mission Statement
Collecting, Profiling, and Analyzing Data
Monitoring and Evaluating Plan
Selecting Priorities and Setting Goals
Implementing Plan

• Alignment
• System
• Curriculum
• Assessments
• Instructional
• Practices

Developing Actions
Setting Benchmarks
Selecting Scientifically-Based Research
Interventions