Transcript Tips for E-Plans

Tips for Improvement
Planning: Lessons Learned
ISBE Innovation and Improvement
Resources
The Resource Manual
http://www.isbe.net/sos/htmls/improvement_process.htm
Innovation and Improvement Division
217-524-4832
The Interactive Illinois Report Card
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The Mega System: Handbook for
Continuous School Improvement
Sam Redding
Handbook on Restructuring and
Substantial School Improvement
Herbert J. Walberg
Exploring the Pathway to Rapid
District Improvement Brett Lane
Center on Innovation and Improvement
www.centerii.org
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District Improvement Plans
Submission Date
90 days following initial notification of status
at IWAS
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School Improvement Plan
Submission date
135 days after the initial IWAS
notification to district
superintendent
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Targeted Feedback
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Tools for a Specific End
Less Red Tape and
More Learning
Minimized hoopjumping
Focused planning
on
– key audience
– overall “good sense”
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Harsh Realities
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“Winning” Plans
Measurable
Implemented with fidelity
Monitored
Focused on what works
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The Interactive Illinois Report Card
http://iirc.niu.edu
passwords: [email protected]
Sample login screen
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District Involvement
in School Planning
Increasing
assistance
with planning
as school
does not
make AYP
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Lessons Learned from the Best
 Foster little doubt about implementation
 Build a strong relationship between data,
strategies/activities, and monitoring
 Detail roles, responsibilities,
expectations
 Plan critical changes in classroom
practice
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Plan implementation is the
Huge AssumptionWhat do plan users
have to know to
implement the
plan with fidelity
and monitor
progress?
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Tip 1: Write for the Right Audience
The primary
audience for the
plan is the
user—those who
will implement
this plan.
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Tip 2: Look Beyond AYP
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Tip 3: Take Care to Consider the
Factors Contributing to
Achievement
What’s contributing to
your progress?
Are these factors
internal or external?
Are you blaming the
kids?
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What’s preventing students from learning?
School culture doesn’t foster
shared responsibility for all
kids’ learning
School culture doesn’t reflect
“rigor, relevance, relationship”
Supplemental support is weak
or not rigorous
Teachers need
ELL training
Insufficient teacher
learning/team time
Instruction
doesn’t span
cognitive levels
Kids don’t have
equitable
access to the
curriculum
Coarse and fine grain
internal factors
Teachers aren’t
clear about what’s
expected in
classrooms
Failure to use the
intended
curriculum by all
staff for all kids
Teachers do not have
adequate coaching or
support to implement
strategies
“Mile wide and inch
deep curriculum”
Kids aren’t in the
least restrictive
educational
environment
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Doing What Works dww.ed.gov/
Indicators of Effective Practice
www.centerii.org
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Tip 4: Be Specific and Thorough
Is the plan
specific
enough?
Is the action
plan
sufficient?
Is it clear how you
will track progress?
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Tip 5: Focus and Coordinate
Strategies and Activities
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Objective: While the current achievement in
math for students with disabilities subgroup
is 66.5% meeting/exceeding for ISAT, this
subgroup will make AYP of at least 85% in
2011 and 92.5% for 2012 or Safe Harbor.
Strategies:
1 double block math instruction
2 coaching for math staff
3 student and staff review of student work
4 beef up test taking skills
5 progress monitoring to drive instruction
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Tip 6: Focus on Student Learning
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Sample Plans
While no plan is perfect, planners can learn
lots from models and we have lots of
them to share. Time will tell how good….
Contact your ROE/ISC for samples.
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For assistance
Contact your ROE/ISC
The Interactive Illinois Report Card
[email protected]
(815) 753-0978
Carol Diedrichsen [email protected]
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