1. Overview of the School Improvement Plan Development Process Required by NH RSA 193-H and Federal Public Law 107-110 NH Department of Education www.ed.state.nh.us May 29, 2008 Dottie Fair, Title 1 State Director Mary-Ellen Arigo. Title I Schoolwide/CSR Coordinator Gary Guzouskas, Administrator, School Improvement Merry Fortier, Consultant, School Improvement

2. 2 Topics to be Covered Getting the Big Picture Expectations of Schools Supports from the Department of Education Title I School’s Requirements and Resources

3. 3 Overview of the School Improvement Plan Development Process Statutory Requirements

4. 4 Statutory Requirements State and Federal Law State law requires the development of a school improvement plan for any school officially designated as a school in need of improvement ( NH RSA 193-H) and Federal law requires the development of a school improvement plan for any Title I school officially designated as a school in need of improvement (No Child Left Behind Act of 2001; P.L. 107-110)

5. 5 Statutory Requirements Duration of the Plan The school improvement plan is in effect for a two-year period (the 2008-09 and 2009-10 school years). The “school in need of improvement” designation is removed once the school makes Adequate Yearly Progress (AYP) for two consecutive years in the content area(s) that caused the designation.

6. 6 Statutory Requirements Required Focus and Intent In contrast with local or district education improvement plans which are by design long-term and broad in scope, the focus of the two-year improvement plan must be on strategies to improve conditions and factors impacting student achievement in the content area(s) that caused the school to be identified for improvement.

7. 7 Statutory Requirements Required Content (ALL SCHOOLS) For all schools the plan must provide the elements below: identification of the area or areas in which the school has not made AYP for two consecutive years; the activities the school will implement to address and improve the underlying issues most likely affecting student achievement in the content area(s) that caused the school to be identified for improvement; and, a Memorandum of Understanding signed by the Superintendent of Schools.

8. 8 Statutory Requirements Required Content (TITLE 1 SCHOOLS) Title I school improvement plans must contain the following additional components: An overview of the research demonstrating that strategies selected are of proven effectiveness; strategies for parent and family involvement to increase the likelihood of sustaining the intended improvement efforts; A description of the process by which parents, outside experts, and other interested community members were consulted in designing the plan;

9. 9 Statutory Requirements Required Content (TITLE 1 SCHOOLS) (Cont’d) A description of the school or district’s teacher mentoring program; A description of the parent notification process, with a copy of said notice, explaining the reasons for the school’s designation as well as, if applicable, the procedures parents may use to request school choice for their child; and, A detailed budget narrative, together with a completed OBM Form 1

10. 10 Statutory Requirements Timetable for Developing the Plan June 6, 2008 – designation as a school in need of improvement becomes official for schools electing not to appeal or whose appeals were unsuccessful. Schools have 90 calendar days from this date to submit a school improvement plan, even if continuing the appeals process to the State Board of Education. September 5, 2008 – deadline for submitting the plan.

11. 11 Statutory Requirements Review and Approval Process (ALL PLANS) All plans will be reviewed to determine the extent to which: the abstract clearly describes the underlying, or “root cause” issues the proposed activities are proposed to address; the plan’s goals, objectives and proposed activities are clearly aligned with the areas(s) that caused the school to be identified; the results are written as results-oriented statements; the proposed activities are described in sufficient detail, with a timetable; and, the plan for how the activities will be monitored and assessed for effectiveness is clearly explained.

12. 12 Statutory Requirements Review and Approval Process (TITLE 1 SCHOOLS) Additionally, for Title 1 schools the plan review will examine the extent to which: the school has consulted with parents, outside experts, and interested community members to develop its plan; the costs associated with carrying out the selected activities are authorized by Title I; and, requirements for Title I schools are met.  Mentoring plan description  Budget narrative and completed applicable additional forms  Completed OBM Form 1  Description and copy of school’s notification letter to parents

13. 13 Statutory Requirements Review and Approval Process Plans meeting the requirements will be submitted to the State Board of Education for approval. Schools will be required to submit a Progress Report on the status of the work of the plan at the end of Year 1. Reports will be reviewed and a report provided to the State Board.

14. 14 Overview of the School Improvement Plan Development Process Template Design

15. 15 Template Design “A Research-based Process for Developing a Research-based Plan” The planning process described in Appendix A utilizes research- based practices characteristic of effective schools: Balanced Leadership Robert Marzano, 2003 After the Test: How Schools are Using Data to Close the Achievement Gap Bay Area School Reform Collaborative, 2003 The School Portfolio Toolkit Victoria Bernhardt, 2003 Scholastic Audits: Standards and Indicators for School Improvement Kentucky Department of Education, 2003 Assessment Continuum of Schoolwide Improvement Outcomes Education Development Center; 2002

16. 16 Template Design “A Research-based Process for Developing a Research-based Plan” This systemic approach to planning: emphasizes the dynamic nature of school improvement committees. While the participation of certain groups is required, the school works to ensure that the right people with the right expertise are at the table at the right stage of the process; examines the effects of school improvement efforts from a data (output) perspective, rather than a singular focus on efforts (input); involves looking at possible root causes affecting student achievement, and addressing only those that are supported with evidence, rather than relying on unfounded hunches;

17. 17 Template Design “A Research-based Process for Developing a Research-based Plan” encourages priority setting so that goals are achievable and directly target improvements in the area(s) in which the school was designated as a school in need of Improvement; results in a straightforward action plan written so the public can understand not only what the school proposes to do, but also why.

18. 18 Overview of the School Improvement Plan Development Process Developing The Plan

19. 19 Developing the Plan Plan Contents Cover Page ------------------------ Abstract ----------------------------- Demographic Information ------ Plan Development and Monitoring -------------------------- Creating the Action Plan ------- Title I Requirements ------------- Memorandum of Understanding Title 1Non-Title 1 Page 4 Page 5 Page 6 Page 7 Pages 8 & 9 Pages 10 & 11 Appendices B & C Page 12Page 10

20. 20 Developing the Plan Plan Contents Improvement Plan Monitoring Committee To ensure timely implementation of the plan, the school must : Create a monitoring committee with diverse representation; Develop a timeline and process for the monitoring; Periodically review the implementation of the plan; and, Make adjustments in implementation as determined by reviews.

21. 21 Developing the Plan Plan Contents Creating the School Improvement Action Plan This section contains the steps for developing the plan’s goals, objectives and proposed strategies. The steps are:  Completing a needs assessment activity (i.e. Appendix A, Assessment Continuum …, Root Cause Analysis) o Taking Stock o Reviewing our current initiatives and current practices o Reviewing the Results - What Results are we Getting? o What are the Possible reasons Why? o Root Cause Analysis  Setting Improvement Goals and Achievable Objectives  Selecting Research-Based Strategies and Activities for Implementation (Title 1 schools must include mentoring as one of their strategies)  Completing a “2008-09 School Improvement Action Plan” form for each strategy.

22. 22 Completing “Creating The Action Plan” Step 1 Conducting a Needs Assessment “Taking Stock of Current Practice” A needs assessment is a logical starting point for developing a school improvement plan. The “taking stock” activity involves a review of recent and current school improvement initiatives to consider: the purpose – what is the initiative designed to do or improve? has the initiative been fully implemented? does the initiative target the area(s) in which the school did not make AYP? what are the results to date? How do we know?

23. 23 Completing “Creating The Action Plan” Step 1 Conducting a Needs Assessment “Taking Stock of Current Practice” To begin the process of identifying the root cause conditions or issues impacting student achievement, use the guiding questions in Appendix A, the Continuum or Root Cause Analysis to review school practices in these interrelated domains below that are critical influences on teaching and learning: 1. Standards-based curriculum, instruction, and assessment 2. Accountability and evaluation 3. Structural reform strategies 4. Leadership and governance 5. Professional development 6. Culture and climate 7. External support and resources 8. Parent and community support 9. Extended learning

24. 24 Completing “Creating The Action Plan” Step 1 Conducting a Needs Assessment “Taking Stock of Current Practice” Within each domain, ask… what factors or conditions are getting in the way of student achievement; what evidence do we have; and what else do we need to know to be sure?

25. 25 Completing “Creating The Action Plan” Step 2 “Is what we are doing working? “What does the data show?” “Is what we are doing working?” involves the school improvement committee in a close look at student data to determine the extent to which school improvement efforts are actually having on student achievement: Questions to consider include: to what extent are students meeting the state performance targets in Reading and Math? which student groups are not meeting the targets? To what extent? how are students performing in other core academic areas?

26. 26 Completing “Creating The Action Plan” Step 3 Setting Improvement Goals and Achievable Objectives The needs assessment activities can help the committee identify a number of issues or conditions affecting student achievement that need to be addressed over time. In deciding upon improvement goals for this plan: -set priorities – you can’t work on everything at once -choose goals that are realistic and achievable in two years -when writing the goals, be sure to state what progress you expect to see and how progress will be measured. Appendix A for an example).

27. 27 Completing “Creating The Action Plan” Step 4 Selecting Strategies and Activities As the committee considers which strategies to implement in order to accomplish the goals, consider the following: o What issues or conditions affecting student achievement will the proposed strategy address? o How does the strategy work? How will it improve the situation we are trying to address? o Is the research supporting the strategy’s effectiveness credible? o In what settings and for what populations has the strategy been effective? o Is the strategy appropriate/feasible for our situation?

28. 28 Completing “Creating The Action Plan” Putting It All Together How to put the plan together? Page 17 (Title 1) or Page 15 (Non-Title1) illustrates the type of information that might result from completing Steps 1-4 Page 18 (Title 1) or Page 16 (Non-Title 1) illustrates how that information is then transferred to the “2008- 2009 School Improvement Action Plan” form

29. 29 Completing “Creating The Action Plan” Completing an 2008-2009 School Improvement Action Plan Form (one form for each strategy ) AYP Area of Focus Improvement Goals Strategies Objective(s) for each strategy Proposed Activities for 2008-2009

30. 30 Completing “Creating The Action Plan” School Improvement Goals and Strategies Summary Follow these steps to complete the plan as outlined:  Complete an “2008-2009 School Improvement Action Plan ” form for each area in which the school was identified for improvement, and  Develop additional materials as needed to meet Title 1 requirements.

31. 31 Developing the Plan Plan Contents Additional Requirements for Title 1 Schools Pages 10 & 11 plus Appendices B & C contains: Title 1 Budget Narrative for 2008-2009 Activities Title 1 Professional Development Justification Form Title 1 Contracted Services Justification Form Title 1 Equipment Justification Form Title 1 Parent Notification Requirements

32. 32 Submitting the Plan Deadline is 4:30 p.m. September 5 2008 Submit original and three (3) copies to: Title 1 SchoolsNon-Title 1 Schools Kristine BramanEllie Riel Title 1 OfficeBureau of AccountabilityNH Department of Education101 Pleasant StreetConcord, NH 03301 (603) 271-6055(603) 271-0076

33. 33 Resources Planning grants For what time period Amount available For what purposes Application process and materials

34. 34 For More Information  Download the plan template at www.ed.state.nh.uswww.ed.state.nh.us  Dottie Fair, Title I Administrator (Tel) 271-3301 DFair@ed.state.nh.usDFair@ed.state.nh.us TECHNICAL ASSISTANCE Title 1 – Mary Ellen Arigo (marigo@ed.state.nh.us or 271-8315)marigo@ed.state.nh.us Non-Title 1 – Merry Fortier (mfortier@ed.state.nh.us or 271-7382)mfortier@ed.state.nh.us