ACSIP

1. ACSIP Arkansas Consolidated School Improvement Process School Improvement Instruction and Support

2. Effective School Improvement Planning... • Develops a plan in consultation with teachers, principals, administrators, other appropriate school personnel, and parents of children in school. (No Child Left Behind) • Meets ADE Accreditation, Act 999 of 1999, and NCLB requirements

3. An Overview of School Improvement Committees District ACSIP Committee Building ACSIP Committee Additional Priority Committee if data reflect need Faculty Divided into Equal-Sized Groups Math Priority Committee Faculty Divided into Equal-Sized Groups Literacy Priority Committee Faculty Divided into Equal-Sized Groups

4. An Overview of School Improvement Committees District ACSIP Committee • Suggested Members: • Building Administrator • Building Chairpersons • Federal Coordinators • Limited English Proficient Coordinator • Migrant Coordinators • Equity Coordinators • Technology Coordinators • Curriculum Coordinators • Professional Development Coordinators • Non-Certified Staff • Bookkeepers • Literacy/Math Coaches • Parents and Community/Business Members • Special Education Supervisor • Drug Coordinator • Resource Officer

5. An Overview of School Improvement Committees Building ACSIP Committee • Suggested Members: • Administrator • Chairperson for each Priority • Smart Start/Smart Step Facilitators • Representation from each Entitlement I-VI • Special Education, including Gifted and Talented • Limited English Proficient • Migrant Coordinator • Equity Coordinator • Technology Coordinator • Curriculum Coordinator • Professional Development Coordinator • Non-Certified Staff • Literacy/Math Coaches • Other working Committee Chairs (Data and Research) • Parents and Community/Business Members

6. Steps to the ACSIP Process • Reviewing/Revising Mission Statement • Collecting, Profiling, and Analyzing Data • Selecting Priorities and Setting Goals • Setting Benchmarks (AYP) • Selecting Scientifically-Based Research Interventions • Developing Actions • Implementing Plan • Monitoring and Evaluating Plan ALIGNMENT

7. Alignment • System • Curriculum and • Assessments • Instructional • Practices

8. Mission Statement Review and/or Revise the School’s Mission Statement Sample: It is the mission of the Arkansas Department of Education to educate all students in a safe, non-threatening environment, accessible to all. We will provide a relevant and challenging curriculum for each student which will promote higher level thinking skills, develop working skills in technology, and develop social skills to be a responsible citizen in an ever changing world.

9. Academic Data (Maintain the most current three year history of data) Criterion-Referenced Tests Benchmark Exams (Primary, Intermediate, Middle Level, and all End of Course Exams) Norm-Referenced Tests Optional Assessments (ACT, PLAN, EXPLORE, Locally developed assessments) Non-Academic Data (Maintain the most current three year history of data) Graduation Rate (9-12)* Drop Out Rate Avg Daily Attendance (K-8)* Classes Taught by an Appropriately Licensed Teacher Professional Development School Safety Technology Data Optional Data (Discretion of School) *Items used for AYP accountability Collecting, Profiling, and Analyzing Data

10. ACADEMIC DATA DISAGGREGATION CRT: Analyze combined school population to include percent of students scoring proficient. Math- Analysis should identify student weaknesses in strands and goals and in open-response versus multiple choice items. Literacy- Analysis should identify student weaknesses in multiple choice and open response reading passages and in writing domains.

11. ACADEMIC DATA DISAGGREGATION • Disaggregated data should reflect information • on the following subpopulations: • Economically Disadvantaged • Racial/Ethnic • Caucasian • Hispanic • African American • Students with Disabilities (IEP) • LEP Students

12. ACADEMIC DATA DISAGGREGATION NRT: Analyze school population to include content subskill and skill cluster performance in reading, language, and math.

13. NON-ACADEMIC DATA DISAGGREGATION Review Daily Attendance rate for K-8 and Graduation Rate for 9-12. If these areas fall below the required state standards, they must be reflected in the supporting data statements and addressed through appropriate Interventions and Actions. Review all non-academic data reflected on the School Report Card. Any areas that fall below required standards may be addressed in the school improvement plan.

14. Selecting Priorities Priority—A specific target area of improvement in student achievement that has been determined by data. Example- Mathematics Skills or Literacy Skills. Additional Priority if appropriate data reflect the need.

15. Setting Goals • Goals are directly linked to a priority. • Goals narrow the scope of a priority by addressing specific weaknesses based on data disaggregation. Example- To improve practical reading, open response, and writing content.

16. Setting BenchmarksAdequate Yearly Progress • Benchmarks measure student expectations that must be achieved within a specified time frame. • Benchmarks establish how much improvement students are expected to achieve (AYP), by when, as measured by the appropriate assessment. • Benchmarks must be set for combined population as well as sub-populations.

17. Selecting Scientifically Based Research Interventions Interventions are scientifically based research strategies, programs or major initiatives which address the goal(s) and benchmarks. Interventions are supported by actions which help achieve the goals. Research citations should include author, title, source, and publication date. Example- Curriculum Alignment

18. Developing Actions Actions are multiple steps required to implement and maintain the intervention. • Alignment • Academic Improvement Plan • Collaboration • Equity • Parental Engagement • Plan Evaluation • Professional Development • Special Education • Technology Inclusion Each action must be labeled with one or more of the following Action Types:

19. Defining Action Types Alignment Actions that ensure that local curriculum, assessments, and instruction are in line horizontally and vertically with the Arkansas Frameworks and state assessments. Academic Improvement Plan (AIP) Actions that detail supplemental and /or remedial instruction for any student (K-12) who is not performing at grade level.

20. Defining Action Types Collaboration Actions that reflect how other groups are involved in the educational process (Examples- Other grade levels, other schools, colleges, universities, educational cooperatives, state agencies, consultants, community, and parents) Equity Actions that include specific strategies designed to reduce disparities in the academic achievement of any subgroups.

21. Defining Action Types Plan Evaluation Actions designed to evaluate the effectiveness of interventions and to revise the ACSIP. Professional Development Data driven, standards based training for staff and administrators that support specific interventions/ actions within the ACSIP.

22. Defining of Action Types Special Education Actions within the interventions that ensure the needs of special education students and teachers are met. Only Focus schools are required to reflect interventions that address special education issues as identified by the ADE Special Education Department. Technology Inclusion Actions reflect how technology will be utilized to support instructional activities within the identified interventions. Actions should also align with the district technology plan.

23. Defining Action Types Parental Engagement Actions reflect how parents are actively involved in the educational process of the students. Actions should reflect opportunities for parents to provide input and/or feedback concerning the school improvement process, serve on committees and participate in academic activities. The actions should not be limited to informing parents of activities or academic information through newsletters and other materials.

24. Each of the following categories should be completed for every action: Person Responsible Time Line (multi-year actions may be reflected in the timeline) Resources Source of Funds (Federal Coordinator should be involved in the process.) Developing Actions

25. Implementing The Plan • To get the best results, all of the key elements of the School Improvement Plan must be fully implemented. • School staff should be provided with all the professional development, resources, and support to effectively implement the plan.

26. Monitoring & Evaluating The Plan • Internal • Actions should be included that reflect periodic monitoring of the effectiveness of the School Improvement Plan. • The process could include utilizing local assessments, state mandated test scores, curriculum assessments, and teacher collaboration (etc.).

27. Monitoring & Evaluating The Plan External • Comprehensive evaluation at least every five years by the School Improvement Unit. • Annual review of the updated plan (Federal Programs Application). • Arkansas Standards review by the Standards Assurance Unit. • Periodic monitoring to ensure compliance of Act 999 and NCLB.

28. Amending the Plan • When revisions to the plan affect the use of Federal monies, the following steps should be completed: • Label all revised files with the appropriate revision number. • Submit only the revised documents affected by the change to the ftp site. • E-mail a brief description of the latest revision(s) to the appropriate school improvement supervisor.

29. School Improvement SupervisorMary Calloway E-mail mcalloway@arkedu.k12.ar.us Phone 501-682-4566

30. The Arkansas Consolidated School Improvement Planning Model Reviewing/Revising Mission Statement Collecting, Profiling, and Analyzing Data Monitoring and Evaluating Plan Selecting Priorities and Setting Goals Implementing Plan • Alignment • System • Curriculum & • Assessments • Instructional • Practices Developing Actions Setting Benchmarks Selecting Scientifically-Based Research Interventions