Developing School Improvement Plans #101

Developing School
Improvement Plans #101
Requirements – Resources – Successful Plans
June 2010
Presentation Overview
Federal and State Requirements
State Board of Education Resources
School Improvement Plan Content
Tips for Creating Successful Plans
Federal and State Requirements
Districts and schools which are in
academic status based on the State
assessments are required by law to have
a current improvement plan on file at
the Interactive Illinois Report Card
(IIRC) site that meets the federal
Federal & State Law
Federal Law:
 Public Law 107-110, Elementary and Secondary Education
Act of 1965, Section 1101, Section 2-3.25d of the School
Code, 105 ILCS 5/2-3.25d
Federal Guidance: LEA & School Improvement
State Law:
 Section 1.85 School and District Improvement Plans;
Restructuring Plans of the Illinois Administrative Code.
Types of District Improvement Plans
District Improvement Plan:
 Academic Status
 Title III (English as a Second Language) grant
 Special Education compliance
 Response to Intervention (RtI) State plan
Single School District Improvement Plan:
Addresses requirements for both district and school
Types of School Improvement Plans
School Improvement Plan:
Has not made AYP for two or more years
Restructuring Plan:
Created by district for school that has not made
adequate yearly progress for a fifth calculation
Single School District Improvement Plan:
Addresses requirements for both district and school
Resources – Improvement Plans
Illinois State Board of Education
Main Page:
Overview of Improvement Plans:
Frequently Asked Questions:
Interactive Illinois Report Card (IIRC)
State - District - Schools Data (public access)
Improvement Plans
E-Plan Templates (password protected)
Monitoring Prompts (ISBE responses)
Administrators – Student Data (restricted)
IIRC – Login to e-Plans Page
School Improvement Plan (SIP)
SIP includes Four Components
Data and Analysis
Plan Development,
Review, and
Action Plan
Board Action
What Makes a Successful Plan?
Connections and relationships are clear.
Data and Analysis
Strategies & Activities
Monitoring Process
Roles, responsibilities, and expectations are defined.
(administrators, teachers, students, parents, others)
Focus is on changing instructional practice in the
classrooms and improving student achievement.
Section I: Data and Analysis
I.A: Record Card Data
IIRC includes data comparisons 2002 to 2010.
 AYP information
 Assessment data – reading & mathematics
 School information
 Educator data
AYP Calculations & Trends
To make AYP, a district or school
must meet ALL
of the following three requirements:
Participation Rate on State Assessment
Performance (Reading and Mathematics)
Attendance/Graduation Rate
Section I: Data and Analysis
Areas of weakness and strengths
Contributing external and internal factors
1. What do these factors imply for the next
steps in school improvement planning?
2. What can be addressed by the school?
Section I Continued
I.B: Local Assessment Data (optional)
Local assessment data and analysis that are
directly related to the identified strategies and
activities and relate to the AYP results can be
critical to the success of the plan.
I-C: Other Data (optional)
Other data help to define the current situation
that exists in the school and/or community and
are relevant to the school not making AYP.
Section I Continued
I.C: Item 1 – Attributes & Challenges
Description and analysis of the school and
community attributes and challenges that have
affected student performance.
I-C: Item 2 – Education Qualifications, Staff
Capacity, and Professional Development.
Description and analysis of each of the listed
Section I Continued
I.C: Item 3 – Parent Involvement
Description and analysis of the parental
involvement – knowing that parents are to be
actively engaged in the educational process.
I-D: Key Factors (CRITICAL)
Prioritize the factors identified in I-A, I-B, and IC that staff can change or influence.
Use these to develop the Action Plan, including
strategies and activities for students, educators,
and parents.
Section II – Action Plan
Objectives must 
Identify the current achievement level
Be measurable outcomes in terms of the AYP
achieved for EACH year of the plan. (Plan must
span two years.)
Focus on fundamental teaching and learning
Ensure that each subgroup meets the State’s
Objective: While the current achievement
in math for students with disabilities
subgroup is 46.5% meeting/exceeding
for ISAT, this subgroup will make AYP
of at least 77.5% in 2010 and 85% for
2011 or Safe Harbor.
1 double block math instruction
2 coaching for math staff
3 student and staff review of student work
4 improve test taking skills
5 progress monitoring to drive instruction
Section II – Action Plan
II: Strategies and Activities
II-B: Students
II-C: Professional Development
II-D: Parent Involvement
II-E: Monitoring (for each objective)
Clarity is KEY
The plan users must know
what is expected of them
implement the plan with fidelity
and monitor progress.
Defining Strategies & Activities
Are the strategies and activities necessary for the
students, educators, and parents?
Do they incorporate on-going successful strategies
and activities?
Will these effectively change instructional
practice and improve student achievement?
Can these be monitored (observed and measured)?
Section III: Plan Development,
Review, and Implementation
Descriptions of each:
 Part A: Parent
 Part B: Stakeholder
 Part C: Peer Review
 Part D: Teacher
Mentoring Process
Part E: District
As Applicable:
- Corrective Actions
- Restructuring Options
Part F: State
Part G: School
Support Team
Section IV: Board Action
The plan must be approved
by the
Local Board of Education
submitted electronically to the IIRC.
ISBE Monitoring
Academic Status:
Use ISBE SIP Monitoring form at
ng.pdf to determine compliance [C]
with the law.
Improvement Planning - Ongoing
Ongoing efforts to improve
Coordinated efforts – development,
monitoring, refinement
Primary Focus:
Technical Assistance
ISBE website:
District and School Improvement Plans
Center on Innovation & Improvement
(multiple resources on improvement planning)
ISBE Contacts
Innovation & Improvement Division
Carol Diedrichsen, Principal Consultant
Martha (Marti) Woelfle, Principal Consultant