School improvement planning is a process of developing, implementing, and integrating activities to maximize human, material, and fiscal resources. Illinois schools have been required to complete a school improvement plan (SIP) since 1986
[Illinois Code: 105 ILCS 5/2-3.63; 23
Illinois Administrative Code, 1.10; H.R. 1
(NCLB) Sec. 1116, p. 86.]

• Public Act 93-0470 explains the requirements for revised school improvement plans for schools in academic status. These requirements indicate that revised school improvement plans for schools in academic early warning status must be approved by the local school board and that plans for schools in academic watch status must be approved by the school board and the
State Superintendent of Education. ISBE has developed a school improvement plan rubric to assist schools in the revision of their plans. This rubric will be used to evaluate the school improvement plans submitted to the
State Board of Education.

We are expected to be very systematic about what we do to help ALL students master core curriculum.

We are expected to be very systematic about what we do to help ALL students master core curriculum.

We are expected to be very systematic about what we do to help ALL students master core curriculum.
1.
Align each school district’s core curriculum with state standards.

We are expected to be very systematic about what we do to help ALL students master core curriculum.
1.
Align each school district’s core curriculum with state standards.
2. Teach the core curriculum to each student

We are expected to be very systematic about what we do to help ALL students master core curriculum.
1.
Align each school district’s core curriculum with state standards.
2. Teach the core curriculum to each student
3. Monitor the progress of each student

We are expected to be very systematic about what we do to help ALL students master core curriculum.
1.
Align each school district’s core curriculum with state standards.
2. Teach the core curriculum to each student
3. Monitor the progress of each student
4. Use research-based strategies to instruct each student

We are expected to be very systematic about what we do to help ALL students master core curriculum.
1.
Align each school district’s core curriculum with state standards.
2. Teach the core curriculum to each student
3. Monitor the progress of each student
4. Use research-based strategies to instruct each student
5. Provide interventions for students who need more in order to succeed

AYP is determined by making it over all 20 hurdles (10 hurdles for reading and 10 for math) by disaggregation of data.
Reading
Composite American
Indian
Asian Black White Hispanic Multi-Racial
Students with
Disabilities
Low
Income
LEP
Math
Composite American
Indian
Asian Black White Hispanic Multi-Racial
Students with
Disabilities
Low
Income
LEP

~Optional organizer
~WORD doc. - Not a “template”
~Remove italicized info
~SIPs are public
~Consider the readers: parents, peers, administrators, scorers.
~Tell the story: charts, tables, narratives, appendices

1.0 AYP Performance Targets (1)
2.0 School Information (3)
3.0 Data/Information Collection (7)
4.0 Data Analysis (6)
5.0 Action Plan (9)
6.0 Professional Development (9)
7.0 Learning Standards Implementation (4)
8.0 Family/Community Involvement (6)
9.0 Support Systems (2)
10.0 Review, Monitoring, and Revision (3)

~Test participation
~Academic performance
~Attendance or graduation rate
~9 subgroups

• All students category plus 9 subgroups equals 10 groups
• Look at the 10 groups in the following areas
– % tested in reading (10 targets)
– % tested in math (10 targets)
– Academic performance in reading (10 targets)
– Academic performance in math (10 targets)
• Add in 1 point for one of the following
– Elementary schools look at attendance
– High schools look at graduation rate

Multicultural

• Review the AYP sheet.
• Work with your SIP team to identify your school’s targets (No’s).

1.1 AYP Information from the School Report Card
• SIP includes a copy of the AYP info page
• Score of 0 – AYP info page is not present
• Score of 3 – AYP info page is present
Page 1 of School Improvement Plan Template

• Go to isbe.net
• Select Report Card from left of page
• Select button for City name
• Type in City name
• Click on Search
• Click your City name
• Click on your school name
• Scroll to end of report card to find the AYP information page.
• Select the snapshot tool to take a picture of the AYP page
• Paste this page onto page 1 of the SIP plan

2.1 Information about students and staff
2.2 School characteristics narrative
2.3 Community characteristics narrative
Pages 2-3
School Improvement Plan Template
Describe your context.

I
D
• DEPENDENT VARIABLES = What are the NO’s on the AYP Information Page? (NO’s become targets)
• INDEPENDENT VARIABLES = What has caused these problems?
• STRATEGIES = How will you fix these problems?

TARGETS or NO’S (DEPENDENT VARIABLES)
3.1 State assessment data
3.2 Local assessment data
POSSIBLE CAUSES (INDEPENDENT VARIABLES)
3.3 Educator data
3.4 Professional development
3.5 Parent/family involvement
3.6 Additional types of data
3.7 Data quality
Pages 4 – 7
School Improvement Plan Template Show your data!

Page 8 of School Improvement Plan Template

State Assessment Data for Prairie State Achievement Exam (PSAE)
2000-2001
Reading
Meets/Exceeds
2001-2002 2002-2003 2003-2004 Groups
Total
Economically disadvantaged
LEP
Students w/disabilities
White,
Non-Hispanic
Black,
Non-Hispanic
American Indian or
Alaskan Native
Asian or Pacific Islander
Hispanic
2000-2001
Mathematics
Meets/Exceeds
2001-2002 2002-2003 2003-2004

Reading Comparison of Meets and Exceeds
Total school population =
White =
Disabilities =
Reading Comparison of Meets and Exceeds
Total school population =
White =
Hispanic =
Math Comparison of Meets and Exceeds
Total school population =
White =
Disabilities
Math Comparison of Meets and Exceeds
Total school population =
White =
Hispanic =
Reading Gap between Disabilities & White
Students
Reading Gap between Hispanic & White
Students
Math Gap between Disabilities & White Students
Math Gap between Hispanic & White Students
Findings:

Learning History, Family Background of Target Groups
Instructional History, Organizational History
What has been tried previously?
Findings

SIP team and faculty members brainstorm possible causes:
Why did this group fail to hit the target?

TARGET or PROBLEM
Low reading scores
Poor attendance
Insufficient # tested
POSSIBLE CAUSES
Instructional materials
Moms’ education
Teachers on leave
Teacher mobility
Student mobility
Flu epidemic
Uneven ILS instruction

4.3 HYPOTHESES TO EXPLAIN
DEPENDENT VARIABLES
4.4 SUMMARIES FOR
INDEPENDENT VARIABLES
Page 8
School Improvement Plan Template
4.5 IDENTIFICATION OF
PRIMARY CAUSAL FACTORS
4.6 SELECTION OF
STRATEGIES

Target #__:
4.3 Hypotheses – Theories based on professional judgment about why the problem exists.
1.
2.
3.
4.
4.4 Data supporting the theories in 4.3 –
4.5 Causal Factors – Professional judgment and data to identify the primary factors that cause the poor performance.
1.
2.
3.
4.6 Selection of Strategy – Select one causal factor for each refined target.
1.
Select a strategy.
R
G
E
T
T
A

This strategy will adequately improve performance in this target.

(5.1)
Strategy will adequately improve performance in
Target
(5.2) Activities
(5.3) Timeline
(5.4)
(5.5)
Resources
Strategies for Subgroups
(5.6)
(5.7)
(5.8)
(5.9)
SBR
Roles and Responsibilities
Measurement
Sources of Revenue
Pages 10 – 11
School Improvement Plan Template
Describe what you’re going to do.

Strategy (5.1)
ACTIVITY (5.2)
TIMELINE
(5.3)
Target (4.2) will adequately improve performance in
ROLES/RESPONSIBILITIES
(5.7)
MEASURES FOR
ACTIVITY (5.8)
RESOURCES FOR
ACTIVITY (5.4)
SBR (5.6)
Template

Strategy (5.1) Target (4.2)
Expanding current modes of mathematics instruction
ACTIVITY (5.2)
TIMELINE
(5.3) will adequately improve performance in
ROLES/RESPONSIBILITIES
(5.7) boys’ math scores in grades 3, 4, 5.
MEASURES FOR
ACTIVITY (5.8)
RESOURCES FOR
ACTIVITY (5.4)
SBR (5.6)
Strong

Strategy (5.1)
Implementing a consistent system of classroom management school-wide will adequately improve performance in
Target (4.2) all learning areas and grades tested.
ACTIVITY (5.2) TIMELINE
(5.3)
ROLES/RESPONSIBILITIES
(5.7)
MEASURES FOR
ACTIVITY (5.8)
RESOURCES FOR
ACTIVITY (5.4)
SBR (5.6)
Strong

Strategy (5.1)
Expanding current modes of mathematics instruction
ACTIVITY (5.2)
TIMELINE
(5.3) will adequately improve performance in
ROLES/RESPONSIBILITIES
(5.7)
Target (4.2) math by 6 percent each year.
MEASURES FOR
ACTIVITY (5.8)
RESOURCES FOR
ACTIVITY (5.4)
SBR (5.6)
Weak

Strategy (5.1)
More parental involvement in their children’s science fair projects
ACTIVITY (5.2)
TIMELINE
(5.3) will adequately improve performance in
ROLES/RESPONSIBILITIES
(5.7)
Target (4.2) reading and math scores
MEASURES FOR
ACTIVITY (5.8) in grade 8.
RESOURCES FOR
ACTIVITY (5.4)
SBR (5.6)
Weak

5.9 Budget
(page 11 SIP)
6.0 Professional Development
(pages12-13 SIP)
7.0 ILS Implementation
(page 14 SIP)
8.0 Family and Community Involvement
(page 15 SIP)
9.0 Support Systems
(page 16 SIP)
10.0 Review, Monitoring, and Revision
Processes
(page 16 SIP)

6.1 Data Use
6.2 Qualified and Effective Educators
6.3 Relation to Strategies
6.4 Scheduling
6.5 Resources
6.6 Scientifically Based Research (SBR)
6.7 Integration of Technology
6.8 Evaluation/Continuous Improvement
6.9 Mentoring
6.3 – 6.6 can be done in a table format
Outline necessary professional development.

7.1 Alignment of curriculum, instruction, assessment
7.2 Standards-aligned classrooms
7.3 ILS practices and procedures
7.4 Review of practices and procedures
Describe ILS at your school.

8.1 Data use
8.2 Stakeholder involvement in SIP process
8.3 Communication of SIP progress
8.4 Role in action plan
8.5 Role in supporting learning
8.6 Procedures/practices/compacts
Explain how you involve parents/family.

9.1 Internal district support
9.2 External support
Talk about your partners.

10.1 District peer review process
10.2 Monitoring progress of the plan
10.3 Revision of the plan
Discuss how you review, monitor, and revise the SIP.

a tool for evaluation and revision
10 components
50 criteria
4 levels
Scoring rules
3 designations

1.0 AYP Performance Targets (1)
2.0 School Information (3)
3.0 Data/Information Collection (7)
4.0 Data Analysis (6)
5.0 Action Plan (9)
6.0 Professional Development (9)
7.0 Learning Standards Implementation (4)
8.0 Family/Community Involvement (6)
9.0 Support Systems (2)
10.0 Review, Monitoring, and Revision (3)

Initiation Progression Implementation 0 1 2 3
Drop lowest score.
0
Next lowest score becomes component score.
2
2
3
Component Score: 2

1.1 AYP Information from the School
Report Card
5.5 Strategies for Subgroups
10.1 District Peer Review Process

Components Level of Progress
AYP Performance Targets
School Information
Data/Information Collection
Data Analysis
Action Plan
Professional Development
Learning Standards Implementation
Family/Community Involvement
Support Systems
Review, Monitoring, and Revision
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
TOTAL = of 30
DESIGNATION: ___APPROVED
___PROVISIONAL APPROVAL
___NOT APPROVED
3
3
3
3
3
3
3
3
3
3

___Approved
___Provisional Approval
___Not Approved

• Approved = a score of 20 or more with at least a 2 in each component.
• Provisional = a score of 15 or more with at least a score of 1 in each component.
• Not approved = a score of less than 15 or a score of 0 on any component

0
Non-existent
1
Initiation
2
Progression
3
Implementation
Non-existent or virtually nonexistent
Beginning to implement or develop
Making progress Fully implementing
Approval level

1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
10.0
COMPONENTS TASKS
Identify the “No’s”.
Describe your context.
Show your data.
Refine your target and select a strategy.
Describe what you will do.
Outline necessary professional development.
Describe ILS at school.
Explain how you involved parents/family.
Talk about your partners.
Discuss how you will review, monitor, and revise.

http://www.isbe.net/sos/pdf/SIPRUBRIC.pdf
http://www.isbe.net/sos/word/SIPtemplateK-8.doc http://www.isbe.net/sos/word/SIPtemplateHS2.doc