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School Improvement Planning

The Illinois e-plan

Presented January 23, 2008

DuPage Regional Office of EducationDr. Darlene J Ruscitti,

Regional Superintendent of Schools

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A Plan for One Purpose

School Improvement Planning DuPage Regional Office of Education

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Overview of the Day--Agenda

Provide information on e-Plan(s) requirements

Demonstrate the e-Plan template for 2007

Share the SIP Guide Share the Monitoring Prompt

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What about the status lists?Reminder:

Direct all your questions about status and AYP calculations to the Data Analysis and Reporting Division at ISBE.

217/782-3950

Federal Grants and Programs will determine the list of schools needing plans from the status lists created in that division.

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When are the plans “due”?

Spanning which years? SIP PLANS must have local board

approval and peer review SIP Plans must be submitted via

IL e-plans by March 14, 2008 The plan is a two-year plan:

Use 2007 Template (based on 07 data)

2008-2009 2009-2010

See next chart for dates for other e-Plans

The clock started

ticking Nov 1, 2007.

Submission Dates for 2007-2008:

Type of PlanExplanation Time Period Submission Date

District Improvement Plan A revised plan is due if the district report card indicates the district is in academic status and/or the district improvement plan has expired.

90 days January 29, 2008

School Improvement Plan A revised plan is due if the school report card indicates the school is in academic status and/or the school improvement plan has expired. This deadline also applies for single school districts in academic status.

135 days March 14, 2008

Restructuring Plan District must write restructuring plans for any school listed as AW2, AW3, AW4, or AW5 (see Status Chart) that does not have an ISBE reviewed restructuring plan.

6 months April 30, 2008

Title I Plan All districts requesting Title I federal funding must have an approved Title I District Plan on file in Illinois e-Plans.

Title I funds may not be released until the plan is on file and verified as being complete by ISBE

(NCLB, Section 1112).

February 1, 2008

Tech Plan This plan shall be used to meet the federal Title II D and eRate funding requirements. These plans may span one, two or three years but in any case no more than three fiscal years.

March 1, 2008

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Failure to Make AYP and Required Improvement

Plans

NCLB requires revisions of improvement plans after the 2nd calculation of AYP

After the 4th calculation—the plan aligns with corrective actions for Title I schools

After the 6th calculation—the plan aligns with the restructuring plan

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Who’s Responsible for the Sufficiency/Completion of

the SIP? (Initially) the School Improvement Team

School Support Team/RESPRO role With District oversight Peer review (see handout) http://

www.ed.gov/policy/elsec/guid/schoolimprovementguid.doc . Board approval by June 1The District has the primary responsibility

for oversight and approval of the plan.

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Illinois e-Plans

School Improvement Plan District Improvement Plan Tech Plan Title I Plan

Let’s focus on the SIP Plan first

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One Plan, One Purpose

One One on-line on-line SIP template SIP template used by used by everyone everyone required to required to have a have a revised revised plan.plan.

STUDENTSTUDENTLEARNINGLEARNING

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Let’s practice… Hope and Good Sense

Expecting success

Prioritizing objectives

Eliminating distractions

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Paradigm Shift

I taught….

The students learned….

or

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The Real Target

What do we have to do to fill out the template?

What do we have to do to improve student learning?

or

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Asking big questions

What did ISAT or PSAE tell us?

Why didn’t we make AYP?

How can we make AYP?

What do our data show us?Who is NOT learning? Why did our kids perform this way? What are the barriers to student learning?Which of these can we influence?What changes must we make in the classrooms? In the curriculum? In the delivery system?

or

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Who’s Responsible for the Sufficiency/Completion of

the SIP? (Initially) the School Improvement

Team School Support Team/RESPRO role

With District oversight Peer review Board approval

The District has the primary responsibility for oversight and

approval of the plan.

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Template Sections

I-Data and AnalysisI-Data and Analysis

II-Action PlanII-Action Plan

III-Plan DevelopmentIII-Plan Development

IV-Board ActionIV-Board Action

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SECTION I - Data and Analysis

Automatically populated *State assessment results

*School informationOptional DataExplain in a narrative (See sample)

*Local Assessment*School and Community Factors*Professional Development*Parent Involvement

Prompts for analysis at each screen: What conclusions do you draw from these data? What factors contribute to these results?

Note: You may not import data charts or tables.

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The Big Fish to Fry

Clear Objectives as the result of data analysis

Match between key factors and strategies and activities

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OTHER DATA

A. School and Community Attributes and Challenges

B. Local Assessments C. Educator Qualifications and

Professional Growth and Development

D. Parent Involvement

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SCHOOL AND COMMUNITY

School Attributes/Challenges Mobility Income Demographic shifts Community Involvement

Community Attributes/Challenges Income Business/Industry/Higher Ed partnerships Tax rate and referenda outcomes Perceptions

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Assessment Literacy

Understanding a few essential facts

Classroom relevant For example, “test

validity”

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Intersection of Data

Demographics

Perceptions

Student Learning

School Processes

V. Bernhardt (2003). Using Data to Improve Student Learning. Larchmont, N.Y. Eye on Education, Inc.

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ADVANTAGES TO USING ADDITIONAL DATA

Triangulation Relationship of

formative assessment to summative assessment for prediction and adjustment

Honors teachers’ work and gets off of focus of state assessments

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KEY FACTORSMike Schmoker says, Incremental improvement is

the probable outcome under the right conditions

Engage in practices that are few in number

Every learner can achieve at higher levels

Greater levels of learning are obtained by examining and refining the processes that most clearly contribute to designated results

Attention to standards and appropriate measures of their attainment are key factors in improved academic performance

M. Schmoker (1966) Results: The Key to Continuous School Improvement VirginiaM. Schmoker (1966) Results: The Key to Continuous School Improvement Virginia, , Association for Supervision and Association for Supervision and Curriculum DevelopmentCurriculum Development

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PARENT INVOLVEMENT

Still in data collection mode List activities and attendance at events

related to school improvement goals Satisfaction, effectiveness, or gap

analysis data

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PARENT INVOLVEMENT

Related to your objectives/strategies/activities

Survey data Dates

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“ensuring the greatest likelihood”

Logical process of data analysisTo determine the specific areas of

weaknessTo hypothesize the key factorsFor reasonable strategies and

activities

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Objectives, Areas of Weakness, and Key Factors

Ex: While our current achievement in reading for the grade 3 low income subgroup is 30% meeting/exceeding for ISAT, this subgroup will make AYP of at least 55% in 2007 and 62.5% in 2008 or Safe Harbor.

Is this objective the same as an area of weakness?

How does this relate to key factors?

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What factors contributed?

Moms’ educationTeacher mobilityUneven ILS instructionDiscipline Inconsistent

Student mobility No common planning

Student access to standards

Increase of English Language Learners

Teachers on leaveFlu epidemic during ISATDated textbooks Teacher Retirements

Lost Title fundsStaff morale Principal’s focus diffused

Determining Key Factors

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SECTION II - Action PlanOBJECTIVES (SMART Goals)

The objectives should address the areas of deficiency

STRATEGIES AND ACTIVITIES (How do we make the SMART goals happen?)

Students: What needs to happen in the classroom (or elsewhere) to affect learning to achieve this objective/smart goal? What do you expect to see students demonstrating?

Professional development: What professional development will staff need?What do you expect to see teachers doing?

Parent Involvement: Is there a parent involvement policy? What activities are needed for parents/community? What do you expect to see parents doing?

RESOURCES IDENTIFIED

MONITORING

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SMART GOALS

•What are they?•Why use them?•How do you write them?

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A Word about Objectives--

How to write SMART Goals

A performance target in terms of student achievement aligned to the area of deficiency

A global target addressing all AYP deficiencies

Focused on learning for All or Subgroups

Aligned to corrective action (if applicable)

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Objectives=SMART Goals

Identify current achievement level and specific, measurable outcomes in terms of AYP for each year of the plan.

Clear and tightly focused on the fundamental teaching and learning issues preventing the school from making AYP.

Promote continuous and substantial progress to ensure that students in each subgroup make AYP.

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Why SMART Goals? Goals are something that you want to

achieve in the future SMART goals assist in “getting focused”

on what to focus efforts toward SMART goals help define exactly what

the “future state” looks like and how it will be measured

SMART goals show others how their work “aligns” and relates to the focus of the school

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What Are SMART GOALS?

S pecific, strategic

M easurableA ttainableR esults-

orientedT ime-bound

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How To Write SMART Goals

Identify the “big, critical-few” goals that need to be worked on (The Most Important Ones!) Consult the data! What are the greatest areas in need of

improvement? Dig deep and get specific (disaggregate!) If all you did was spend time on the

identified SMART goals, would the time be well-spent?

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SMART Goals Involve the entire school – not just a grade

level or department Key words:

How many? How much? By when?

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Practice Writing SMART Goals…

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Examples:

While our current achievement in reading for the grade 3 low income subgroup is 30% meeting/exceeding for ISAT, this subgroup will make AYP of at least 62.5% in 2008 and 70% in 2009 or Safe Harbor as measured on ISAT.

The low income participation rate in mathematics, currently at 84%, will be raised to at least 95% of the students participating in the 2007 and 2008 ISAT.

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Sample Our current AMOA performance is 81.4% of making

progress in English. We will make AMOA of at least 85% in 2007 and 92% in 2008 as measured by ACCESS using the WIDA standards to provide access to the reading standards and monitoring the interventions outlined in the Action Plan.

While our current achievement in reading for Hispanic students is 34.7% meeting/exceeding for PSAE, this subgroup will make AYP of at least 62.5% in 2008 and 70% in 2009 as measured by PSAE by providing access to the reading standards and monitoring the interventions outlined in the Action Plan.

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Improve This Goal…

Every student will show evidence of one year of growth in mathematics each year in attendance.

SPECIFIC - MEASUREABLE - ATTAINABLE - REALISTIC - TIME-BOUND

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Original: Every student will show evidence of one year of growth in

mathematics each year in attendance.

SMART GOAL: During the 2008-09 school year, all students will improve their math problem-solving skills as measured by a 1.0 year gain in national grade equivalent growth from the 2005-06 to the 2006-07 ITBS math problem solving sub test.

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Original: Students will meet or exceed the district writing expectations as measured by the six-traits writing

sample scoring.

Performance Targets Rubric Target score at/above 3-4

Grade Level Focus Area 2005-06 % at/above 2006-07 % at/above

Kindergarten Ideas 56% 61%

First grade Organization 65% 70%

Second grade Organization 48% 53%

Third grade Word choice 74% 79%

Fourth grade Word choice 79% 84%

Fifth grade Conventions 62% 67%

SMART GOAL: During the 2006-07 school year, the number of first through fifth grade regular education students at Sample School improving their writing skills in targeted traits will increase 5% at each grade level (see chart below) as measured by the Six-Traits scoring rubric monthly grade level assessments.

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Improve This Goal…

Students will show one year’s growth in Language Total as measured by ITBS.

SPECIFIC - MEASUREABLE - ATTAINABLE - REALISTIC - TIME-BOUND

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Original: Students will show one year’s growth in Language Total as measured

by ITBS.

SMART GOAL: During the 2008-09 school year, non-proficient students (as indicated by the ITBS vocabulary subtest) at Sample School will improve their vocabulary skills by 5% as measured by an increase in the percentage of students scoring in the “high” and “proficient” levels on the ITBS vocabulary assessment.

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At your table… improve the goals

-Practicing writing SMART Goals

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When revising SIP Plan…

Focus on the activities and strategies section of the plan asking yourself the following questions:

1. Where are we in the implementation of this activity/strategy? (None, initiated, progressing, institutionalized)

2. What data (student achievement, survey results, Professional Development Evaluation results, walk through, focus walk, etc.) do we have that that to document this activity/strategy was implemented and is making a difference for the targeted population?

3. What is the relationship to increased or decreased achievement on the ISAT/PSAE to the activities listed in the SIP?

4. What activities need attention?5. Is there a need for new activities?6. How will we measure the success of the activity?7. What resources are necessary to carry out the activity?8. Who will be responsible for follow-up?

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SECTION III - Plan Development, Review, and

Implementation Parent Notification Stakeholder InvolvementPeer Review Process School Support Team (if applicable)Teacher Mentoring ProcessDistrict’s ResponsibilitiesState’s Responsibilities

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Notice

Describe how the school has provided written notice about the school’s academic status identification to parents of each student, in a format and, to the extent practicable, in a language that the parents can understand. (Title I schools only.)

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Stakeholder Involvement

Describe specifically how stakeholders (including parents, school and district staff, and outside experts) have been consulted in the development of the plan.

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Peer Review Process

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Teacher Mentoring

Describe in detail the teacher mentoring program. Mentoring programs pair novice teachers with more experienced professionals who serve as role models and provide practical support and encouragement. Schools have complete discretion in deciding what else the teacher mentoring program should include.

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District Responsibility

Specify the services and resources that the district has provided to revise the plan and other services that the district will provide toward implementation of strategies and activities. District technical assistance should include data analysis, identification of the school’s challenges in implementing professional development requirements, the resulting need-related technical assistance and professional development to effect changes in instruction, and analysis and revision of the school’s budget. (NCLB, Section 1116.)

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Peer Review Team and Function

Team compositionTeachers/administrators from similar more

successful schools (List of schools provided by ROE)

ROE-RESPRO staffUniversity facultyConsultants

The team provides feedback about the viability of the SIP paying close attention to the action plan. Given the data, do the strategies and activities have promise?

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SECTION IV - Board Approval and

AssurancesDistrict Responsibility

Scientifically Based, Researched Methods and Practices

IL Learning Standards

Professional Development funds

Board Approval

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Assistance with Illinois e-Plans

Interactive Illinois Report Card http://iirc.niu.edu/scripts/whatsnew110805.asp

Contact the Regional Office – DuPage for assistance

Passwords: Send a request with District/School

Name and RCD code to Gail Buoy at gbuoy@isbe.net

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WHAT IS SCIENTIFICALLY

BASED RESEARCH? NCLB requires SBR More likely to produce positive results

than intuition Better able to replicate the study Better able to document your variations

of the students to meet your unique situation and to assess the outcome

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How does ISBE monitoring “fit in”?

Reliance on district approval process with RESPRO support Closer look at Sections I and II of the template Check for compliance with Sections III and IV

Feedback on the plan Particularly Sections I and II As warranted for Sections III and IV

ISBE is required by state and federal law to take a role.

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Will ISBE monitor all required plans?

All plans posted at IIRC.Priority consideration for schools in

corrective action and restructuring ISBE sampling of warning and school

improvement status

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How will ISBE Review Plans?

Holistic review of the whole plan

“Forgiveness”No score or qualitative rubricNot an approval process

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Reflecting vs. Replacing

SIP Processes and ProductsIllinois E-Plan

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Use Professional Judgment

UPJ

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The mission of the DuPage Regional Office of Education is to collaboratively build and

sustain a high quality County educational community for all youth.

Thank you for your dedication to improving learning opportunities for all students.

CONTACT INFORMATION

Lenore Johnson, RESPRO School Improvement Consultant

Email: ljohnson@dupage.k12.il.us

Phone: 630-495-6080