Transcript One Plan, One Purpose

District Improvement Planning
The Illinois e-plan Presentation
August 20, 2010
DuPage - RESPRO
DuPage Regional Office of Education
Dr. Darlene J Ruscitti,
Regional Superintendent of Schools
A Plan for One
Purpose
District Improvement Planning
DuPage Regional Office of
Education
2
Overview of the Day-Agenda
 Provide
over-view of status & sanctions
 Share resources
 Provide over-view of DIP Plan requirements
 Demonstrate the e-Plan template for 2009
 Model each section of the DIP plan and provide
examples
 Share the DIP Guide
 Share the DIP Monitoring Prompt
Hope and
Good Sense
Let’s practice…
Expecting success
Prioritizing objectives
Eliminating distractions
Paradigm Shift
I taught….
The students
learned….
The Real
Target
What do we
have to do
to fill out the
template?
What do we
have to do to
improve
student
learning?
Asking big
questions
What did ISAT
or PSAE tell us?
What do our data show us?
Who is NOT learning?
Why didn’t
we make AYP?
How can we
make AYP?
How can we get
this done?
or
Why did our students 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?
Status
and
Sanctions
Years
not

making
AYP
Label
Status
Sanctions
All District
Sanctions Only
Title I Districts
Year 1
NO
None
None
Year 2
AEW1
Academic
Early
Warning
DIP
DIP
Year 3
AEW 2
Academic
Early
Warning 2
DIP
DIP
Year 4
AW 1
Academic
Watch
Status 1
Resubmit DIP Resubmit DIP
Corrective
Action
How do I know my
district is in status?
AYP Notification via IWAS notification after completion of the
End-of-Year Report
90 days from the IWAS (IIRC Illinois Web Application Security
(IWAS) ) notification all DIP plans need to be submitted via
I.I.R.C.
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.
Resources
 Flash
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Drive Download
Monitoring Prompt
ePlan Template Worksheets (Word)
Resource Guide
District 88 Sample
Springfield DIP Plan Sample
ISBE Tips PowerPoint
Links
Template Sections
I-Data and Analysis
II-Action Plan
III-Plan Development
IV-Board Action
SECTION I - Data and
Analysis
Automatically
Populated
*State assessment results
*District information
*AMAO Information
*Special Education Information
*Response to Intervention
Report Card
Explain in a narrative (See sample)
Note data charts
*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?
1A Report Card Data
The “Report Card Data” template will prompt responses to the following questions:

What do the School Report Card data tell you about student performance in your
district? What areas of weakness are indicated by these data? What areas of
strength are indicated?
Also include:
 For special education, what findings are cited in the Focused Monitoring Report?
These findings should be included in the data analysis.

Districts receiving funds under Title III of NCLB for the Language Instruction of
Limited English Proficient and Immigrant Students must use this template if the
district did not meet Annual Measurable Achievement Objectives (AMAO) for two
consecutive years as required by NCLB, Section 6842 (b)(2) and in providing
information applicable for Title III.

Districts are to incorporate the RtI objectives and activities that address the
required components in the District Improvement Plan (DIP) template

What factors are likely to have contributed to these results? Consider both
external and internal factors to the district..

Conclusions: What do these factors imply for next steps in improvement
planning? Responses to (c) will be carried forward to Part D (Key Factors)
1B Local Assessments
1C Other Data
A. School/Community Attributes & Challenges
B. Educator Qualifications and Professional
Growth and Development
C. Parent Involvement
ADVANTAGES TO
USING ADDITIONAL
Triangulation
 Relationship of
formative assessment
to summative
assessment for
prediction and
adjustment
 Honors teachers’
work and gets off of
focus of state
assessments

DATA
Local
Assessments
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
Understanding a few
essential facts about
Assessment Literacy
What do you use?
Does the local confirm
the state testing?
Is it classroom relevant?
Is there perception
data? (Parent, teacher
& student)
SCHOOL AND
COMMUNITY

School Attributes/Challenges
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Mobility
Income
Demographic shifts
Community Involvement
Community Attributes/Challenges
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Income
Business/Industry/Higher Ed partnerships
Tax rate and referenda outcomes
Perceptions
Educator
Qualifications

Describe data on educator qualifications related to
areas of weakness and strength. What do these data
and information tell you?

In what ways, if any, have educator qualifications
contributed to student performance results?

What do these factors imply for next steps in
improvement planning?
PARENT
INVOLVEMENT
Still in data collection mode
 List activities and attendance at
events related to school
improvement goals
 Satisfaction, effectiveness, or
gap analysis data
 Related to your
objectives/strategies/activities
 Survey data
 Dates
1 D KEY
FACTORS
This section prompts a review of the collection of
factors from data analysis (I-A, I-B, and I-C) and the
next steps that have been carried forward from the
data screens.
Prioritize the factors staff can change or influence
and, in I-D, list the key factors that are within the
school’s capacity to change or control which
contribute to low achievement that are based on
inferences from assessment or other data. These key
factors will be addressed through the strategies and
activities in the action plan (Section II).
“ensuring the
greatest likelihood”
 Logical
process of data analysis
 To determine the specific areas of
weakness
 To hypothesize the key factors
 For reasonable strategies and
activities
SECTION II - Action Plan
OBJECTIVES (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
DIP Objectives

The objectives must promote continuous and substantial progress to ensure that
students in each subgroup meet the State’s target.

Each objective must be written to identify the current achievement level and
specific, measurable outcomes in terms of AYP and AMAO and special education
compliance to be achieved for each year of the two required years of the plan.

The objectives must be clear and tightly focused on the fundamental teaching
and learning issues that have prevented the district from making adequate yearly
progress or maintaining special education compliance.

The objective should not be written to target performance that is less than Safe
Harbor or AYP or AMAO; areas of deficiency must be clearly indicated.
SMART
GOALS (Objectives)
•What are they?
•Why use them?
•How do you write them?
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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
What Are SMART GOALS?
S pecific, strategic
M easurable
A ttainable
R esults-oriented
T ime-bound
How To Write SMART
Goals/Objectives
the “big, critical-few” goals that
need to be worked on (The Most
Important Ones!)
 Identify
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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?
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
Objectives=
SMART Goals
Identify current achievement level and specific,
measurable outcomes in terms of AYP target
or beyond for each year of the plan.
Clear and tightly focused on the fundamental
teaching and learning issues preventing the
school from making AYP or meeting your
school’s achievement target.
Promote continuous and substantial progress to
ensure that students in each subgroup make
AYP or your school’s achievement target.
Smart Goal Format
Current level of
performance
so that
we will
action verb
object
which and how named students
will demonstrate
level of
performance or behavior
as evidenced by
measuring device
by when
Examples:

While current achievement in reading for Hispanic students in Grade 11 is 41.3%, and
Economically Disadvantaged students in Grade 11 is 37.6% meeting/exceeding
standards as defined by District 88 Report Card, both subgroups will make AYP of at
least 70% in 2009, and 77.5% in 2010, or Safe Harbor.

The low income participation rate in mathematics, currently at 84%, will be raised
to at least 95% of the students participating in the 2010 and 2011 ISAT.

While our current achievement in reading for grade 5 shows 42% of our students
in the Meets/Exceeds categories, the fifth grade will make AYP of at least 77.5 %
in 2010 and 85% in 2011. (Other subgroups such as low income or Hispanics
could be included in the strategies and activities for this objective.)
Examples:

Title III PROFICIENCY (AMAO) Currently, ___ of the
district’s ELL students attained proficiency on
ACCESS; 10% of the district’s ELL students will attain
proficiency on ACCESS for 2010 and 2011.

[Title III PROGRESS] In 2008, only ___ of the
district’s ELL population made progress on the
ACCESS; 85% of the district’s ELL population will
make progress on the ACCESS for 2010 and 2011.
Example – Special
Education Indicator 13
Our goal is to ensure that each student over age 14 who is
enrolled in the district has a transition plan that links
measurable outcomes with linkages to outside agencies
that may be able to provide assistance to the student after
graduation We will utilize the transition checklist to review
the thoroughness and appropriateness of transition plans
designed for each of our students with disabilities
Indicator 13
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We will coordinate our work with our managing special education
cooperative, CASE that the transition data has been received and
accurately entered in our FACTS system.
We will continue to provide staff development and training relative to
indicator 13 for our professional staff and case managers.
We will provide a questionnaire for our students and parents as a part of
our annual needs survey conducted through our cooperative with regard
to the level of satisfaction connected to transition information and
services provided. The district's transition plan information had not been
entered into the FACTS system
correctly therefore causing the district to be found non-compliant for
Indicator 13..
Sample

Our current AMOA performance is 81.4% of making
progress in English. We will make AMOA of at least
XXX% in 2010 and XX% in 2011 as measured by
ACCESS using the WIDA standards to provide access to
the reading standards and monitoring the interventions
outlined in the Action Plan. (DIP Plan only)

While our current achievement in reading for Hispanic
students is 34.7% meeting/exceeding for ISAT/PSAE,
this subgroup will make AYP of at least 77.5% in 2010
and 85% in 2011 as measured by ISAT/PSAE by
providing access to the reading standards and
monitoring the interventions outlined in the Action Plan.
SMART Goals
Involve the entire school – not just a grade
level or department
 Key words:

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How many?
How much?
By when?
Practice Writing
SMART Goals…
36
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
Original: Every student will show
evidence of one year of growth in
mathematics each year in
attendance.
 SMART
GOAL: During the 2009-2010
school year, all students will
improve their math problemsolving skills as measured by a 1.0
year gain in national grade
equivalent growth from the 20082009 to the 2009-2010 ITBS math
problem solving sub test.
Improve This
Goal…

Students will show
one year’s growth in
Reading as measured
by ISAT.
SPECIFIC - MEASUREABLE - ATTAINABLE - REALISTIC - TIME-BOUND
Original: Students will show one
year’s growth in Language Total as
measured by ITBS.
 SMART
GOAL: During the 2009-2010
school year, students at Sample School
who non-proficient in reading as
measured by ISAT will meet or exceed
the AYP target of 77.5% meeting or
exceeding on ISAT or Safe Harbor. (or
set your own target if you already exceed the
AYP target)
At your table… begin to identify
the goal areas for your district
– AYP, AMAO, Special Education
-Practicing writing SMART Goals
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Strategies and
Activities - Students
What needs to happen in the schools and
classrooms (or elsewhere) to affect learning
to achieve the objective/smart goal?
What do you expect to see students doing?
How will you monitor for effectiveness and
sustainability?
Strategies and Activities –
Professional Development
What professional development will staff
need? Be expected to implement?
What do you expect to see teachers
doing?
How will you monitor for effectiveness and
sustainability?
Strategies and Activities
– Parent Involvement
Does your district have a parent involvement policy?
What activities are needed for parents/community to
support student achievement?
Look at the Joyce Epstein research that supports
community nad parent involvement.
What do you expect to see parents doing?
How will you monitor for effectiveness and sustainability?
SECTION III - Plan
Development, Review, and
Implementation
Stakeholder Involvement
District’s Responsibilities
State’s Responsibilities
Parent Notification
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. (Only Title I
schools are required to do this.)
Stakeholder
Involvement
Describe specifically how stakeholders
(including parents, school and district
staff, and outside experts) have been
consulted in the development of the
plan.
District
Responsbility

It is the district’s responsibility to ensure that
scientifically based, researched methods and
practices are at the core of the plan. Districts need to
make sure that—at minimum—that school level
curriculum, assessment, and instruction are aligned to
IL Learning Standards. Districts must ensure that
professional development funds are used in Title I
schools for needed improvement. The
superintendent’s posting or submission of the Illinois
e-Plan certifies that the district with board approval
has reviewed the plan to these ends.
District
Responsibility
Specify the services and resources the district has
provided to revise the plan and other services the
district will provide toward implementation of
strategies and activities. District responsibilities
include providing schools technical assistance that
must include data analysis, identification of the
district’s challenges in implementing professional
development requirements, the resulting needrelated technical assistance and professional
development to effect changes in instruction, as
well as analysis and revision of the district’s budget
ensuring that funds provided under Title I and Title
III supplement, not supplant, non-federal funds, and
ensuring that services provided with these funds
are comparable with the services in schools that are
not receiving funds under Title I. .)
State Responsibility

Specify the services and resources that ISEB,
REPSRO, and other service providers have provided
the school during the development and review of this
plan and other services that will be provided during
the implementation of the plan

This may include ISBE technical assistance projects
such as Positive Behavior Interventions and Supports
(PBIS), Children Have Opportunities to Inclusive
Community Environments and Schools (CHOICES),
Illinois Autism Training and Technical Assistance
Project (IATTAP), Parent Educator Partnership (PEP),
Illinois Service Resource Center (ISRC), and
Transition Outreach Training for Adult Living (TOTAL).
SECTION IV - Board
Approval and
Assurances
 Board
Approval
 Assurances
Assistance with Illinois e-Plans
Interactive Illinois Report Card
http://iirc.niu.edu/scripts/whatsnew110805.asp
Contact the Regional Office for assistance
Passwords: Send a request with District/School
Name and RCD code to Gail Buoy at
[email protected]
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
Review the Monitoring Sheet to identify which are
compliance areas
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
How will ISBE Review
Plans?
 Holistic
review of the whole plan
 “Forgiveness”
 No score or qualitative rubric
 Not an approval process
Reflecting vs. Replacing
SIP Processes and Products
Illinois E-Plan
Use Professional Judgment
UPJ
Thank you for your dedication to improving learning
opportunities for all students.
CONTACT INFORMATION
DuPage RESPRO
Phone: 630-495-6080
The mission of the DuPage Regional Office of
Education is to collaboratively build and
sustain a high quality County educational
community for all youth.