2Presentation Overview Federal and State RequirementsState Board of Education ResourcesSchool Improvement Plan ContentTips for Creating Successful Plans
3Federal and State Requirements Districts and schools which are in academic status based on the State assessments are required by law to have a current improvement plan on file at the Interactive Illinois Report Card (IIRC) site that meets the federal guidelines.
4Federal Guidance: LEA & School Improvement Federal & State LawFederal Law:Public Law , Elementary and Secondary Education Act of 1965, Section 1101, Section d of the School Code, 105 ILCS 5/2-3.25dFederal Guidance: LEA & School ImprovementState Law:Section 1.85 School and District Improvement Plans; Restructuring Plans of the Illinois Administrative Code.
5Types of District Improvement Plans Academic StatusTitle III (English as a Second Language) grantSpecial Education complianceResponse to Intervention (RtI) State planSingle School District Improvement Plan:Addresses requirements for both district and school
6Types of School Improvement Plans Has not made AYP for two or more yearsRestructuring Plan:Created by district for school that has not made adequate yearly progress for a fifth calculationNOTE:Single School District Improvement Plan:Addresses requirements for both district and school
7Resources – Improvement Plans Illinois State Board of EducationMain Page:Overview of Improvement Plans:Frequently Asked Questions:
8Interactive Illinois Report Card (IIRC) State - District - Schools Data (public access)Improvement PlansGuidesE-Plan Templates (password protected)Monitoring Prompts (ISBE responses)Administrators – Student Data (restricted)
9IIRC – Login to e-Plans Page Slide 17 Also, this is another tip to prevent heartburn. The first time you enter this information, type the user name in the username field (see the SIPL111 in the example), enter a space, then type the password, highlight it, and drag it into the password textbox. This way you can see what you’re typing. (What you type in the password field is encrypted. If you make a mistake, you won’t know it. Dragging the password down or copying it from Gail’s to you, will prevent this from happening.) If you mistype the username or password, you may need to back completely out of your browser to go in again and retype the username and passwords.
10Focus: School Improvement Plan (SIP) SIP includes Four ComponentsI:Data and AnalysisIII.Plan Development,Review, andImplementationII.Action PlanIV.Board Action
11What Makes a Successful Plan? Connections and relationships are clear.Data and AnalysisStrategies & Activities Monitoring ProcessRoles, responsibilities, and expectations are defined.(administrators, teachers, students, parents, others)Focus is on changing instructional practice in the classrooms and improving student achievement.
12Section I: Data and Analysis I.A: Record Card DataIIRC includes data comparisons 2002 to 2010.AYP informationAssessment data – reading & mathematicsSchool informationEducator data
13AYP Calculations & Trends To make AYP, a district or schoolmust meet ALLof the following three requirements:Participation Rate on State AssessmentPerformance (Reading and Mathematics)Attendance/Graduation Rate
14Section I: Data and Analysis Identify:Areas of weakness and strengthsContributing external and internal factorsConclusions:What do these factors imply for the next steps in school improvement planning?What can be addressed by the school?
15Section I Continued I.B: Local Assessment Data (optional) Local assessment data and analysis that are directly related to the identified strategies and activities and relate to the AYP results can be critical to the success of the plan.I-C: Other Data (optional)Other data help to define the current situation that exists in the school and/or community and are relevant to the school not making AYP.
16Section I Continued I.C: Item 1 – Attributes & Challenges Description and analysis of the school and community attributes and challenges that have affected student performance.I-C: Item 2 – Education Qualifications, Staff Capacity, and Professional Development.Description and analysis of each of the listed components.
17Section I Continued I.C: Item 3 – Parent Involvement Description and analysis of the parental involvement – knowing that parents are to be actively engaged in the educational process.I-D: Key Factors (CRITICAL)Prioritize the factors identified in I-A, I-B, and I-C that staff can change or influence.Use these to develop the Action Plan, including strategies and activities for students, educators, and parents.
18Section II – Action Plan Objectives must -Identify the current achievement levelBe measurable outcomes in terms of the AYP achieved for EACH year of the plan. (Plan must span two years.)Focus on fundamental teaching and learning issuesEnsure that each subgroup meets the State’s target
19Objective: While the current achievement in math for students with disabilities subgroup is 46.5% meeting/exceeding for ISAT, this subgroup will make AYP of at least 77.5% in 2010 and 85% for 2011 or Safe Harbor.Strategies:1 double block math instruction2 coaching for math staff3 student and staff review of student work4 improve test taking skills5 progress monitoring to drive instructionSlide 28 Here’s an example of a math objective and strategies that a school might outline related to that objective. The pages that would follow this example would identify the expectations for how these strategies would be accomplished which leads to the last tip.
20Section II – Action Plan II: Strategies and ActivitiesII-B: StudentsII-C: Professional DevelopmentII-D: Parent InvolvementII-E: Monitoring (for each objective)
21Clarity is KEY The plan users must know what is expected of them to implement the plan with fidelityand monitor progress.
22Defining Strategies & Activities Are the strategies and activities necessary for the students, educators, and parents?Do they incorporate on-going successful strategies and activities?Will these effectively change instructional practice and improve student achievement?Can these be monitored (observed and measured)?
23Section III: Plan Development, Review, and Implementation Descriptions of each:Part A: Parent NotificationPart B: Stakeholder InvolvementPart C: Peer Review ProcessPart D: Teacher Mentoring ProcessPart E: District ResponsibilitiesAs Applicable:- Corrective Actions- Restructuring OptionsPart F: State ResponsibilitiesPart G: School Support Team
24Section IV: Board Action The plan must be approvedby theLocal Board of Educationandsubmitted electronically to the IIRC.
25ISBE Monitoring Academic Status: Use ISBE SIP Monitoring form at to determine compliance [C] with the law.
26Improvement Planning - Ongoing Ongoing efforts to improveCoordinated efforts – development, monitoring, refinementPrimary Focus:IMPROVE STUDENT ACHIEVEMENTforALL STUDENTS
27Technical Assistance ISBE website: District and School Improvement PlansCenter on Innovation & Improvement(multiple resources on improvement planning)
28ISBE Contacts Innovation & Improvement Division 217-524-5832 Carol Diedrichsen, Principal ConsultantMartha (Marti) Woelfle, Principal Consultant