Transcript One Plan, One Purpose

School Improvement Planning
The Illinois e-plan
Presented January 23, 2008
DuPage Regional Office of Education
Dr. Darlene J Ruscitti,
Regional Superintendent of Schools
1
A Plan for One
Purpose
School Improvement Planning
DuPage Regional Office of
Education
2
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
3
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.
4
When are the plans “due”?
Spanning which years?
 SIP
PLANS must have local board
approval and peer review
 SIP Plans must be submitted via
The clock started
IL e-plans by March 14, 2008
ticking Nov 1, 2007.
 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
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Submission Dates for 2007-2008:
Type of Plan
Explanation
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
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 1
The 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
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focus on the SIP Plan first
One Plan, One
Purpose
One
on-line
SIP template
used by
everyone
required to
have a
revised
plan.
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STUDENT
LEARNING
Hope and
Good Sense
Let’s practice…
Expecting success
Prioritizing objectives
Eliminating distractions
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Paradigm Shift
I taught….
The students
learned….
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The Real
Target
What do we
have to do
to fill out the
template?
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What do we
have to do to
improve
student
learning?
Asking big
questions
What do our data show us?
Who is NOT learning?
Why did our kids perform this
way?
What are the barriers to
Why didn’t
student learning?
we make
AYP?
or Which of these can we
influence?
What changes must we make
How can we
in the classrooms? In the
make AYP?
curriculum? In the delivery
system?
What did
ISAT or PSAE
tell us?
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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 Analysis
II-Action Plan
III-Plan Development
IV-Board Action
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SECTION I - Data and
Analysis
Automatically
populated
*State assessment results
*School information
Optional Data
Explain 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


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
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
School Processes
Perceptions
Student Learning
V. Bernhardt (2003). Using Data to Improve Student Learning.
Larchmont,
N.Y. Eye on Education, Inc.
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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

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DATA
KEY FACTORS
Mike 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 Virginia
Curriculum Development
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,
Association for Supervision and
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 analysis
 To determine the specific areas of
weakness
 To hypothesize the key factors
 For 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’ education
Teacher mobility
Uneven ILS instruction
Discipline Inconsistent
Student mobility
No common planning
Student access to
standards
Increase of English Language
Learners
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Teachers on leave
Flu epidemic during ISAT
Dated textbooks
Teacher Retirements
Lost Title funds
Staff morale
Principal’s focus diffused
Determining
Key Factors
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
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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 easurable
A ttainable
R esults-oriented
T ime-bound
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How To Write
SMART Goals
the “big, critical-few” goals that
need to be worked on (The Most
Important Ones!)
 Identify


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
be36well-spent?
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 problemsolving 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.
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.
Performance Targets
Grade Level
Focus Area
Rubric Target score at/above 3-4
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%
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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.
3.
4.
5.
6.
7.
8.
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?
What is the relationship to increased or decreased achievement
on the ISAT/PSAE to the activities listed in the SIP?
What activities need attention?
Is there a need for new activities?
How will we measure the success of the activity?
What resources are necessary to carry out the activity?
Who will be responsible for follow-up?
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SECTION III - Plan
Development, Review, and
Implementation
Parent Notification
Stakeholder Involvement
Peer Review Process
School Support Team (if applicable)
Teacher Mentoring Process
District’s Responsibilities
State’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 composition
Teachers/administrators from similar more
successful schools (List of schools provided by ROE)
ROE-RESPRO staff
University faculty
Consultants
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
Assurances
District 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
[email protected]
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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 rubric
 Not an approval process
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Reflecting vs. Replacing
SIP Processes and Products
Illinois E-Plan
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Use Professional Judgment
UPJ
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Thank you for your dedication to improving learning
opportunities for all students.
CONTACT INFORMATION
Lenore Johnson, RESPRO School
Improvement Consultant
Email: [email protected]
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.
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