School Improvement Planning The Illinois e-plan Presented January 23, 2008

1. School Improvement Planning The Illinois e-plan Presented January 23, 2008 DuPage Regional Office of Education Dr. Darlene J Ruscitti, Regional Superintendent of Schools

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

3. Overview of the Day--Agenda • Provide information on e-Plan(s) requirements • Demonstrate the e-Plan template for 2007 • Share the SIP Guide • Share the Monitoring Prompt

4. What about the status lists? Reminder: 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.

5. When are the plans “due”?Spanning which years? • SIP PLANS must have local board approval and peer review • SIP Plans must be submitted via IL e-plans by March 14, 2008 • The plan is a two-year plan: • Use 2007 Template (based on 07 data) • 2008-2009 • 2009-2010 • See next chart for dates for other e-Plans The clock started ticking Nov 1, 2007.

6. Submission Dates for 2007-2008:

7. Failure to Make AYP and Required Improvement Plans • NCLB requires revisions of improvement plans after the 2nd calculation of AYP • After the 4th calculation—the plan aligns with corrective actions for Title I schools • After the 6th calculation—the plan aligns with the restructuring plan

8. Who’s Responsible for the Sufficiency/Completion of the SIP? • (Initially) the School Improvement Team • School Support Team/RESPRO role • With District oversight • Peer review (see handout) http://www.ed.gov/policy/elsec/guid/schoolimprovementguid.doc. • Board approval by June 1 The District has the primary responsibility for oversight and approval of the plan.

9. Illinois e-Plans • School Improvement Plan • District Improvement Plan • Tech Plan • Title I Plan • Let’s focus on the SIP Plan first

10. One on-line SIP template used by everyone required to have a revised plan. One Plan, One Purpose STUDENT LEARNING

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

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

13. 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

14. Asking big questions What do our data show us? Who is NOT learning? Why did our kids 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? What did ISAT or PSAE tell us? Why didn’t we make AYP? How can we make AYP? or

15. Who’s Responsible for the Sufficiency/Completion of the SIP? • (Initially) the School Improvement Team • School Support Team/RESPRO role • With District oversight • Peer review • Board approval The District has the primary responsibility for oversight and approval of the plan.

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

17. SECTION I - Data and Analysis Automatically populated *State assessment results *School information Optional Data Explain in a narrative (See sample) *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? Note: You may not import data charts or tables.

18. The Big Fish to Fry Clear Objectives as the result of data analysis Match between key factors and strategies and activities

19. OTHER DATA • A. School and Community Attributes and Challenges • B. Local Assessments • C. Educator Qualifications and Professional Growth and Development • D. Parent Involvement

20. 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

21. Assessment Literacy • Understanding a few essential facts • Classroom relevant • For example, “test validity”

22. Intersection of Data V. Bernhardt (2003). Using Data to Improve Student Learning. Larchmont, N.Y. Eye on Education, Inc.

23. 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

24. KEY FACTORS Mike Schmoker says, • Incremental improvement is the probable outcome under the right conditions • Engage in practices that are few in number • Every learner can achieve at higher levels • Greater levels of learning are obtained by examining and refining the processes that most clearly contribute to designated results • Attention to standards and appropriate measures of their attainment are key factors in improved academic performance M. Schmoker (1966) Results: The Key to Continuous School Improvement Virginia, Association for Supervision and Curriculum Development

25. PARENT INVOLVEMENT • Still in data collection mode • List activities and attendance at events related to school improvement goals • Satisfaction, effectiveness, or gap analysis data

26. PARENT INVOLVEMENT • Related to your objectives/strategies/activities • Survey data • Dates

27. “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

28. Objectives, Areas of Weakness, and Key Factors Ex: While our current achievement in reading for the grade 3 low income subgroup is 30% meeting/exceeding for ISAT, this subgroup will make AYP of at least 55% in 2007 and 62.5% in 2008 or Safe Harbor. Is this objective the same as an area of weakness? How does this relate to key factors?

29. Moms’ education Teacher mobility Uneven ILS instruction Discipline Inconsistent Student mobility No common planning Student access to standards Increase of English Language Learners Teachers on leave Flu epidemic during ISAT Dated textbooks Teacher Retirements Lost Title funds Staff morale Principal’s focus diffused What factors contributed? Determining Key Factors

30. 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

31. SMART GOALS What are they? Why use them? How do you write them?

32. 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 • Aligned to corrective action (if applicable)

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

34. 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

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

36. How To Write SMART Goals • 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?

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

38. Practice Writing SMART Goals…

39. Examples: While our current achievement in reading for the grade 3 low income subgroup is 30% meeting/exceeding for ISAT, this subgroup will make AYP of at least 62.5% in 2008 and 70% in 2009 or Safe Harbor as measured on ISAT. The low income participation rate in mathematics, currently at 84%, will be raised to at least 95% of the students participating in the 2007 and 2008 ISAT.

40. Sample • Our current AMOA performance is 81.4% of making progress in English. We will make AMOA of at least 85% in 2007 and 92% in 2008 as measured by ACCESS using the WIDA standards to provide access to the reading standards and monitoring the interventions outlined in the Action Plan. • While our current achievement in reading for Hispanic students is 34.7% meeting/exceeding for PSAE, this subgroup will make AYP of at least 62.5% in 2008 and 70% in 2009 as measured by PSAE by providing access to the reading standards and monitoring the interventions outlined in the Action Plan.

41. 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

42. Original: Every student will show evidence of one year of growth in mathematics each year in attendance. • SMART GOAL: During the 2008-09 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 2005-06 to the 2006-07 ITBS math problem solving sub test.

43. Original: Students will meet or exceed the district writing expectations as measured by the six-traits writing sample scoring. SMART GOAL: During the 2006-07 school year, the number of first through fifth grade regular education students at Sample School improving their writing skills in targeted traits will increase 5% at each grade level (see chart below) as measured by the Six-Traits scoring rubric monthly grade level assessments.

44. Improve This Goal… • Students will show one year’s growth in Language Total as measured by ITBS. SPECIFIC - MEASUREABLE - ATTAINABLE - REALISTIC - TIME-BOUND

45. Original: Students will show one year’s growth in Language Total as measured by ITBS. • SMART GOAL:During the 2008-09 school year, non-proficient students (as indicated by the ITBS vocabulary subtest) at Sample School will improve their vocabulary skills by 5% as measured by an increase in the percentage of students scoring in the “high” and “proficient” levels on the ITBS vocabulary assessment.

46. At your table… improve the goals -Practicing writing SMART Goals

48. When revising SIP Plan… Focus on the activities and strategies section of the plan asking yourself the following questions: • Where are we in the implementation of this activity/strategy?(None, initiated, progressing, institutionalized) • What data(student achievement, survey results, Professional Development Evaluation results, walk through, focus walk, etc.)do we have that that to document this activity/strategy was implemented and is making a difference for the targeted population? • What is the relationship to increased or decreased achievement on the ISAT/PSAE to the activities listed in the SIP? • What activities need attention? • Is there a need for new activities? • How will we measure the success of the activity? • What resources are necessary to carry out the activity? • Who will be responsible for follow-up?

49. SECTION III - Plan Development, Review, and Implementation • Parent Notification • Stakeholder Involvement • Peer Review Process • School Support Team (if applicable) • Teacher Mentoring Process • District’s Responsibilities • State’s Responsibilities

50. Notice 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. (Title I schools only.)