Writing a School Improvement Plan High Schools

1
Writing a School Improvement PlanHigh Schools
2
School Improvement Plan Rules and Regs

• 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.

3
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.

4
We are expected to be very systematic about what
we do to help ALL students master core curriculum.
5
We are expected to be very systematic about what
we do to help ALL students master core curriculum.
Can you be more specific?
6
We are expected to be very systematic about what
we do to help ALL students master core curriculum.

• Align each school districts core
• curriculum with state standards.

7
We are expected to be very systematic about what
we do to help ALL students master core curriculum.

• Align each school districts core
• curriculum with state standards.
• 2. Teach the core curriculum to
• each student

8
We are expected to be very systematic about what
we do to help ALL students master core curriculum.

• Align each school districts core
• curriculum with state standards.
• 2. Teach the core curriculum to
• each student
• 3. Monitor the progress of each student

9
We are expected to be very systematic about what
we do to help ALL students master core curriculum.

• Align each school districts core
• curriculum with state standards.
• 2. Teach the core curriculum to
• each student
• 3. Monitor the progress of each student
• 4. Use research-based strategies
• to instruct each student

10
We are expected to be very systematic about what
we do to help ALL students master core curriculum.

• Align each school districts core
• curriculum with state standards.
• 2. Teach the core curriculum to
• each student
• 3. Monitor the progress of each student
• 4. Use research-based strategies
• to instruct each student
• 5. Provide interventions for students
• who need more in order to succeed

11
AYP is determined by making it over all 20
hurdles (10 hurdles for reading and 10 for math)
by disaggregation of data.
12
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

13
Components

• 1.0 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)

14
The AYP Information Page

• Test participation
• Academic performance
• Attendance or graduation rate
• 9 subgroups

41 targets
15
Illini Equal Steps
16
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

17
Multicultural
18
AYP Information Page

• Review the AYP sheet.
• Work with your SIP team to identify your schools
  targets (Nos).

19
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
20
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

21
2.0 School Information

• 2.1 Information about students and staff
• 2.2 School characteristics narrative
• 2.3 Community characteristics narrative

Pages 2-3 School Improvement Plan Template
Describe your context.
22
Terms
?
I
D

• DEPENDENT VARIABLES What are the NOs on the
  AYP Information Page? (NOs become targets)
• INDEPENDENT VARIABLES What has caused these
  problems?
• STRATEGIES How will you fix these problems?

23
3.0 Data Collection and Information

• TARGETS or NOS (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

Pages 4 7 School Improvement Plan Template
Show your data!
24
4.0 Data Analysis
Page 8 of School Improvement Plan Template
25
State Assessment Data for Prairie State
Achievement Exam (PSAE)
Reading Meets/Exceeds Mathematics Meets/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
26
Reading Comparison of Meets and Exceeds Total school population White Disabilities Reading Gap between Disabilities White Students
Reading Comparison of Meets and Exceeds Total school population White Hispanic Reading Gap between Hispanic White Students
Math Comparison of Meets and Exceeds Total school population White Disabilities Math Gap between Disabilities White Students
Math Comparison of Meets and Exceeds Total school population White Hispanic Math Gap between Hispanic White Students
Findings
27
Learning History, Family Background of Target
Groups
Instructional History, Organizational
History What has been tried previously?
Findings
28
4.3 Hypotheses to Explain Dependent Variables

• SIP team and faculty members brainstorm
• possible causes
• Why did this groupfail to hit the target?

29
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
30
4.3 HYPOTHESES TO EXPLAIN DEPENDENT VARIABLES
4.4 SUMMARIES FOR INDEPENDENT VARIABLES
4.5 IDENTIFICATION OF PRIMARY CAUSAL FACTORS
4.6 SELECTION OF STRATEGIES
Page 8 School Improvement Plan Template
31
4.3-4.6 Data Analysis

• Target __

T
4.3 Hypotheses Theories based on professional
judgment about why the problem exists. 1. 2. 3. 4.
T
A
R
4.4 Data supporting the theories in 4.3 Data
to support the hypotheses.
G
4.5 Causal Factors Professional judgment and
data to identify the primary factors that cause
the poor performance. 1. 2. 3.
E
T
4.6 Selection of Strategy Select one causal
factor for each refined target. 1.
Select a strategy.
32
The SIP should make a convincing case that
33
5.0 Action Plan
will adequately improve performance in
(5.1) Strategy
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
Pages 10 11School Improvement Plan Template
Describe what youre going to do.
34
5.1 5.8 Action Plan
TIMELINE (5.3) ROLES/RESPONSIBILITIES (5.7) MEASURES FOR ACTIVITY (5.8) RESOURCES FOR ACTIVITY (5.4)
SBR (5.6)


ACTIVITY (5.2)
Template
35
5.1 5.8 Action Plan
Strategy (5.1)
Target (4.2)
Expanding current modes of mathematics
instruction
boys math scores in grades 3, 4, 5.
will adequately improve performance in
TIMELINE (5.3) ROLES/RESPONSIBILITIES (5.7) MEASURES FOR ACTIVITY (5.8) RESOURCES FOR ACTIVITY (5.4)
SBR (5.6)


ACTIVITY (5.2)
Strong
36
5.1 5.8 Action Plan
Strategy (5.1)
Target (4.2)
Implementing a consistent system of classroom
management school-wide
all learning areas and grades tested.
will adequately improve performance in
ACTIVITY (5.2)
TIMELINE (5.3) ROLES/RESPONSIBILITIES (5.7) MEASURES FOR ACTIVITY (5.8) RESOURCES FOR ACTIVITY (5.4)
SBR (5.6)


Strong
37
5.1 5.8 Action Plan
Expanding current modes of mathematics instruction
TIMELINE (5.3) ROLES/RESPONSIBILITIES (5.7) MEASURES FOR ACTIVITY (5.8) RESOURCES FOR ACTIVITY (5.4)
SBR (5.6)


ACTIVITY (5.2)
Weak
38
5.1 5.8 Action Plan
More parental involvement in their childrens
science fair projects
TIMELINE (5.3) ROLES/RESPONSIBILITIES (5.7) MEASURES FOR ACTIVITY (5.8) RESOURCES FOR ACTIVITY (5.4)
SBR (5.6)


ACTIVITY (5.2)
Weak
39
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)

40
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.
41
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.
42
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.
43
9.0 Support Systems

• 9.1 Internal district support
• 9.2 External support

Talk about your partners.
44
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.
45
SIP Rubric

• a tool for evaluation and revision

• 10 components
• 50 criteria
• 4 levels
• Scoring rules
• 3 designations

46
Components

• 1.0 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)

47
Component Scoring
Initiation Progression Implementation 0 1 2 3
0
2
Next lowest score becomes component score. 2
3
Drop lowest score.
Component Score 2
48
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
49
Rating Summary

• Components Level of Progress
• AYP Performance Targets 0 3
• School Information 0 1 2 3
• Data/Information Collection 0 1 2 3
• Data Analysis 0 1 2 3
• Action Plan 0 1 2 3
• Professional Development 0 1 2 3
• Learning Standards Implementation 0 1 2 3
• Family/Community Involvement 0 1 2 3
• Support Systems 0 1 2 3
• Review, Monitoring, and Revision 0 1 2 3
• TOTAL of 30
• DESIGNATION ___APPROVED
• ___PROVISIONAL APPROVAL
• ___NOT APPROVED

50
SIP Designations

• ___Approved
• ___Provisional Approval
• ___Not Approved

51
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

52
4 Levels of Progress
0 Non-existent 1 Initiation 2 Progression 3 Implementation
Non-existent or virtually non-existent Beginning to implement or develop Making progress Fully implementing


Approval level
53
SIP Tasks
COMPONENTS
TASKS
1.0 Identify the Nos. 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.
54
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