District Improvement Planning The Illinois e-plan Presentation August 20, 2010

1. District Improvement Planning The Illinois e-plan Presentation August 20, 2010 DuPage - RESPRO DuPage Regional Office of Education Dr. Darlene J Ruscitti, Regional Superintendent of Schools

2. A Plan for One Purpose District Improvement Planning DuPage Regional Office of Education

3. Overview of the Day--Agenda • Provide over-view of status & sanctions • Share resources • Provide over-view of DIP Plan requirements • Demonstrate the e-Plan template for 2009 • Model each section of the DIP plan and provide examples • Share the DIP Guide • Share the DIP Monitoring Prompt

4. Let’s practice… Hope and Good Sense • Expecting success • Prioritizing objectives • Eliminating distractions

5. Paradigm Shift I taught…. or The students learned….

6. The Real Target What do we have to do to fill out the template? What do we have to do to improve student learning? or

7. Asking big questions What did ISAT or PSAE tell us? Why didn’t we make AYP? How can we make AYP? How can we get this done? What do our data show us? Who is NOT learning? Why did our students perform this way? What are the barriers to student learning? Which of these can we influence? What changes must we make in the classrooms? In the curriculum? In the delivery system? or

8. Status and Sanctions

9. How do I know my district is in status? AYP Notification via IWAS notification after completion of the End-of-Year Report 90 days from the IWAS (IIRC Illinois Web Application Security (IWAS) ) notification all DIP plans need to be submitted via I.I.R.C. 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.

10. Resources • Flash Drive Download • Monitoring Prompt • ePlan Template Worksheets (Word) • Resource Guide • District 88 Sample • Springfield DIP Plan Sample • ISBE Tips PowerPoint • Links

11. Template Sections I-Data and Analysis II-Action Plan III-Plan Development IV-Board Action

12. SECTION I - Data and Analysis Automatically Populated *State assessment results *District information *AMAO Information *Special Education Information *Response to Intervention Report Card Explain in a narrative (See sample) Note data charts *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?

13. 1A Report Card Data The “Report Card Data” template will prompt responses to the following questions: • What do the School Report Card data tell you about student performance in your district? What areas of weakness are indicated by these data? What areas of strength are indicated? Also include: • For special education, what findings are cited in the Focused Monitoring Report? These findings should be included in the data analysis. • Districts receiving funds under Title III of NCLB for the Language Instruction of Limited English Proficient and Immigrant Students must use this template if the district did not meet Annual Measurable Achievement Objectives (AMAO) for two consecutive years as required by NCLB, Section 6842 (b)(2) and in providing information applicable for Title III. • Districts are to incorporate the RtI objectives and activities that address the required components in the District Improvement Plan (DIP) template • What factors are likely to have contributed to these results? Consider both external and internal factors to the district.. • Conclusions: What do these factors imply for next steps in improvement planning? Responses to (c) will be carried forward to Part D (Key Factors)

14. 1B Local Assessments A. School/Community Attributes & Challenges B. Educator Qualifications and Professional Growth and Development C. Parent Involvement 1C Other Data

15. ADVANTAGES TO USING ADDITIONAL DATA • Triangulation • Relationship of formative assessment to summative assessment for prediction and adjustment • Honors teachers’ work and gets off of focus of state assessments

16. Local Assessments • Understanding a few essential facts about Assessment Literacy • What do you use? • Does the local confirm the state testing? • Is it classroom relevant? • Is there perception data? (Parent, teacher & student)

17. SCHOOL AND COMMUNITY • School Attributes/Challenges • Mobility • Income • Demographic shifts • Community Involvement • Community Attributes/Challenges • Income • Business/Industry/Higher Ed partnerships • Tax rate and referenda outcomes • Perceptions

18. Educator Qualifications • Describe data on educator qualifications related to areas of weakness and strength. What do these data and information tell you? • In what ways, if any, have educator qualifications contributed to student performance results? • What do these factors imply for next steps in improvement planning?

19. Still in data collection mode List activities and attendance at events related to school improvement goals Satisfaction, effectiveness, or gap analysis data Related to your objectives/strategies/activities Survey data Dates PARENT INVOLVEMENT

20. 1 D KEY FACTORS This section prompts a review of the collection of factors from data analysis (I-A, I-B, and I-C) and the next steps that have been carried forward from the data screens. Prioritize the factors staff can change or influence and, in I-D, list the key factors that are within the school’s capacity to change or control which contribute to low achievement that are based on inferences from assessment or other data. These key factors will be addressed through the strategies and activities in the action plan (Section II).

21. “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

22. 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

23. DIP Objectives • The objectives must promote continuous and substantial progress to ensure that students in each subgroup meet the State’s target. • Each objective must be written to identify the current achievement level and specific, measurable outcomes in terms of AYP and AMAO and special education compliance to be achieved for each year of the two required years of the plan. • The objectives must be clear and tightly focused on the fundamental teaching and learning issues that have prevented the district from making adequate yearly progress or maintaining special education compliance. • The objective should not be written to target performance that is less than Safe Harbor or AYP or AMAO; areas of deficiency must be clearly indicated.

24. SMART GOALS (Objectives) What are they? Why use them? How do you write them?

25. 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

26. What Are SMART GOALS? • Specific, strategic • Measurable • Attainable • Results-oriented • Time-bound

27. How To Write SMART Goals/Objectives • Identify the “big, critical-few” goals that need to be worked on (The Most Important Ones!) • 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 be well-spent?

28. 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

29. Objectives=SMARTGoals Identify current achievement level and specific, measurable outcomes in terms of AYP target or beyond for each year of the plan. Clear and tightly focused on the fundamental teaching and learning issues preventing the school from making AYP or meeting your school’s achievement target. Promote continuous and substantial progress to ensure that students in each subgroup make AYP or your school’s achievement target.

30. Smart Goal Format Current level of performance we will action verb object so that which and how named students will demonstrate level of as evidenced by performance or behavior measuring device by when

31. Examples: • While current achievement in reading for Hispanic students in Grade 11 is 41.3%, and Economically Disadvantaged students in Grade 11 is 37.6% meeting/exceeding standards as defined by District 88 Report Card, both subgroups will make AYP of at least 70% in 2009, and 77.5% in 2010, or Safe Harbor. • The low income participation rate in mathematics, currently at 84%, will be raised to at least 95% of the students participating in the 2010 and 2011 ISAT. • While our current achievement in reading for grade 5 shows 42% of our students in the Meets/Exceeds categories, the fifth grade will make AYP of at least 77.5 % in 2010 and 85% in 2011. (Other subgroups such as low income or Hispanics could be included in the strategies and activities for this objective.)

32. Examples: • Title III PROFICIENCY (AMAO) Currently, ___ of the district’s ELL students attained proficiency on ACCESS; 10% of the district’s ELL students will attain proficiency on ACCESS for 2010 and 2011. • [Title III PROGRESS] In 2008, only ___ of the district’s ELL population made progress on the ACCESS; 85% of the district’s ELL population will make progress on the ACCESS for 2010 and 2011.

33. Example – Special Education Indicator 13 Our goal is to ensure that each student over age 14 who is enrolled in the district has a transition plan that links measurable outcomes with linkages to outside agencies that may be able to provide assistance to the student after graduation We will utilize the transition checklist to review the thoroughness and appropriateness of transition plans designed for each of our students with disabilitiesIndicator 13 • We will coordinate our work with our managing special education cooperative, CASE that the transition data has been received and accurately entered in our FACTS system. • We will continue to provide staff development and training relative to indicator 13 for our professional staff and case managers. • We will provide a questionnaire for our students and parents as a part of our annual needs survey conducted through our cooperative with regard to the level of satisfaction connected to transition information and services provided. The district's transition plan information had not been entered into the FACTS system • correctly therefore causing the district to be found non-compliant for Indicator 13..

34. Sample • Our current AMOA performance is 81.4% of making progress in English. We will make AMOA of at least XXX% in 2010 and XX% in 2011 as measured by ACCESS using the WIDA standards to provide access to the reading standards and monitoring the interventions outlined in the Action Plan. (DIP Plan only) • While our current achievement in reading for Hispanic students is 34.7% meeting/exceeding for ISAT/PSAE, this subgroup will make AYP of at least 77.5% in 2010 and 85% in 2011 as measured by ISAT/PSAE by providing access to the reading standards and monitoring the interventions outlined in the Action Plan.

35. SMART Goals • Involve the entire school – not just a grade level or department • Key words: • How many? • How much? • By when? So that ...

36. Practice Writing SMART Goals…

37. 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

38. Original: Every student will show evidence of one year of growth in mathematics each year in attendance. • SMART GOAL: During the 2009-2010 school year, all students will improve their math problem-solving skills as measured by a 1.0 year gain in national grade equivalent growth from the 2008-2009 to the 2009-2010 ITBS math problem solving sub test.

39. Improve This Goal… • Students will show one year’s growth in Reading as measured by ISAT. SPECIFIC - MEASUREABLE - ATTAINABLE - REALISTIC - TIME-BOUND

40. Original: Students will show one year’s growth in Language Total as measured by ITBS. • SMART GOAL:During the 2009-2010 school year, students at Sample School who non-proficient in reading as measured by ISAT will meet or exceed the AYP target of 77.5% meeting or exceeding on ISAT or Safe Harbor. (or set your own target if you already exceed the AYP target)

41. At your table… begin to identify the goal areas for your district – AYP, AMAO, Special Education -Practicing writing SMART Goals

42. Strategies and Activities - Students What needs to happen in the schools and classrooms (or elsewhere) to affect learning to achieve the objective/smart goal? What do you expect to see students doing? How will you monitor for effectiveness and sustainability?

43. Strategies and Activities – Professional Development What professional development will staff need? Be expected to implement? What do you expect to see teachers doing? How will you monitor for effectiveness and sustainability?

44. Strategies and Activities – Parent Involvement Does your district have a parent involvement policy? What activities are needed for parents/community to support student achievement? Look at the Joyce Epstein research that supports community nad parent involvement. What do you expect to see parents doing? How will you monitor for effectiveness and sustainability?

45. SECTION III - Plan Development, Review, and Implementation • Stakeholder Involvement • District’s Responsibilities • State’s Responsibilities

46. Parent Notification 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. (Only Title I schools are required to do this.)

47. Stakeholder Involvement Describe specifically how stakeholders (including parents, school and district staff, and outside experts) have been consulted in the development of the plan.

48. District Responsbility • It is the district’s responsibility to ensure that scientifically based, researched methods and practices are at the core of the plan. Districts need to make sure that—at minimum—that school level curriculum, assessment, and instruction are aligned to IL Learning Standards. Districts must ensure that professional development funds are used in Title I schools for needed improvement. The superintendent’s posting or submission of the Illinois e-Plan certifies that the district with board approval has reviewed the plan to these ends.

49. District Responsibility Specify the services and resources the district has provided to revise the plan and other services the district will provide toward implementation of strategies and activities. District responsibilities include providing schools technical assistance that must include data analysis, identification of the district’s challenges in implementing professional development requirements, the resulting need-related technical assistance and professional development to effect changes in instruction, as well as analysis and revision of the district’s budget ensuring that funds provided under Title I and Title III supplement, not supplant, non-federal funds, and ensuring that services provided with these funds are comparable with the services in schools that are not receiving funds under Title I. .)

50. State Responsibility • Specify the services and resources that ISEB, REPSRO, and other service providers have provided the school during the development and review of this plan and other services that will be provided during the implementation of the plan • This may include ISBE technical assistance projects such as Positive Behavior Interventions and Supports (PBIS), Children Have Opportunities to Inclusive Community Environments and Schools (CHOICES), Illinois Autism Training and Technical Assistance Project (IATTAP), Parent Educator Partnership (PEP), Illinois Service Resource Center (ISRC), and Transition Outreach Training for Adult Living (TOTAL).