Overview of the School Improvement PlanDevelopment 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

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Topics to be Covered

Getting the Big PictureExpectations of SchoolsSupports from the Department of

EducationTitle I School’s Requirements and

Resources

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Overview of the School Improvement Plan Development Process

Statutory Requirements

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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)

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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.

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Statutory Requirements

Required Focus and Intent

In contrast with local or district education improvement plans which are by design long-termand broad in scope, the focus of the two-yearimprovement 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.

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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.

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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;

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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

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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.

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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.

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Statutory Requirements Review and Approval Process (TITLE 1 SCHOOLS)

Additionally, for Title 1 schools the plan review will examine theextent 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

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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.

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Overview of the School Improvement PlanDevelopment Process

Template Design

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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

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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;

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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.

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Overview of the School Improvement PlanDevelopment Process

Developing The Plan

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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 1 Non-Title 1

Page 4 Page 4

Page 5 Page 5

Page 6 Page 6

Page 7 Page 7

Pages 8 & 9 Pages 8 & 9

Pages 10 & 11

Appendices B & C

Page 12 Page 10

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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.

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Developing the Plan

Plan Contents Creating the School Improvement Action Plan

This section contains the steps for developing the plan’s goals, objectives andproposed strategies. The steps are: Completing a needs assessment activity (i.e. Appendix A, Assessment Continuum …, Root Cause Analysis)

o Taking Stocko 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.

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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?

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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 assessment2. Accountability and evaluation3. Structural reform strategies4. Leadership and governance5. Professional development6. Culture and climate7. External support and resources8. Parent and community support9. Extended learning

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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?

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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?

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Completing “Creating The Action Plan”

Step 3 Setting Improvement Goals and Achievable Objectives

The needs assessment activities can help the committee identify anumber of issues or conditions affecting student achievement thatneed to be addressed over time. In deciding upon improvementgoals 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).

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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?

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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

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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

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Completing “Creating The Action Plan”

School Improvement Goals and StrategiesSummary

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.

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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

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Submitting the Plan

Deadline is 4:30 p.m. September 5 2008 Submit original and three (3) copies to:

Title 1 Schools Non-Title 1 SchoolsKristine Braman Ellie RielTitle 1 Office Bureau of AccountabilityNH Department of Education NH Department of Education101 Pleasant Street 101 Pleasant StreetConcord, NH 03301 Concord, NH 03301

(603) 271-6055 (603) 271-0076

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Resources

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

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For More Information

Download the plan template at www.ed.state.nh.us

Dottie Fair, Title I Administrator

(Tel) 271-3301 DFair@ed.state.nh.us

TECHNICAL ASSISTANCE

Title 1 – Mary Ellen Arigo (marigo@ed.state.nh.us or 271-8315)

Non-Title 1 – Merry Fortier (mfortier@ed.state.nh.us or 271-7382)