1 / 54

Writing a School Improvement Plan High Schools

Writing a School Improvement Plan High Schools. School Improvement Plan Rules and Reg’s.

idalee
Télécharger la présentation

Writing a School Improvement Plan High Schools

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Writing a School Improvement PlanHigh Schools

  2. School Improvement Plan Rules and Reg’s 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.]

  3. Schools in SIP Status • 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.

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

  5. We are expected to be very systematic about what we do to help ALL students master core curriculum. Can you be more specific?

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

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

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

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

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

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

  12. Template Notes • 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

  13. Components 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)

  14. The AYP Information Page • Test participation • Academic performance • Attendance or graduation rate • 9 subgroups • 41 targets

  15. Illini Equal Steps

  16. 41 Targets • 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

  17. Multicultural

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

  19. 1.0 Performance Targets 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

  20. How to Copy & Paste AYP page from the web • 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

  21. 2.0 School Information 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.

  22. 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? Terms ? I D

  23. 3.0 Data Collection and Information 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!

  24. 4.0 Data Analysis Page 8 of School Improvement Plan Template

  25. State Assessment Data for Prairie State Achievement Exam (PSAE)

  26. Findings:

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

  28. 4.3 Hypotheses to Explain Dependent Variables SIP team and faculty members brainstorm possible causes: Why did this groupfail to hit the target?

  29. Targets & Possible Causes 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

  30. 4.3 HYPOTHESES TO EXPLAIN DEPENDENT VARIABLES 4.4 SUMMARIES FOR INDEPENDENT VARIABLES 4.5 IDENTIFICATION OF PRIMARY CAUSAL FACTORS • 4.6 SELECTION OF • STRATEGIES Page 8 School Improvement Plan Template

  31. 4.3-4.6 Data Analysis T 4.3 Hypotheses – Theories based on professional judgment about why the problem exists. 1. 2. 3. 4. Target #__: T A R 4.4 Data supporting the theories in 4.3 – Data to support the hypotheses. G 4.5 Causal Factors – Professional judgment and data to identify the primary factors that cause the poor performance. 1. 2. 3. E T 4.6 Selection of Strategy – Select one causal factor for each refined target. 1. Select a strategy.

  32. will adequately improve performance in This strategy this target. The SIP should make a convincing case that

  33. 5.0 Action Plan will adequately improve performance in (5.1) Strategy Target • (5.2) Activities • (5.3) Timeline • (5.4) Resources • (5.5) Strategies for Subgroups • (5.6) SBR • (5.7) Roles and Responsibilities • (5.8) Measurement • (5.9) Sources of Revenue Pages 10 – 11School Improvement Plan Template Describe what you’re going to do.

  34. Strategy (5.1) Target (4.2) will adequately improve performance in 5.1 – 5.8 Action Plan ACTIVITY (5.2) Template

  35. 5.1 – 5.8 Action Plan Strategy (5.1) Target (4.2) Expanding current modes of mathematics instruction boys’ math scores in grades 3, 4, 5. will adequately improve performance in ACTIVITY (5.2) Strong

  36. 5.1 – 5.8 Action Plan Strategy (5.1) Target (4.2) Implementing a consistent system of classroom management school-wide all learning areas and grades tested. will adequately improve performance in ACTIVITY (5.2) Strong

  37. Strategy (5.1) Target (4.2) math by 6 percent each year. will adequately improve performance in 5.1 – 5.8 Action Plan Expanding current modes of mathematics instruction ACTIVITY (5.2) Weak

  38. Strategy (5.1) Target (4.2) reading and math scores in grade 8. will adequately improve performance in 5.1 – 5.8 Action Plan More parental involvement in their children’s science fair projects ACTIVITY (5.2) Weak

  39. Components Essential to the Implementation of Strategies 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)

  40. 6.0 Professional Development 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.

  41. 7.0 ILS Implementation 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.

  42. 8.0 Family and Community Involvement 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.

  43. 9.0 Support Systems 9.1 Internal district support 9.2 External support Talk about your partners.

  44. 10.0 Review, Monitoring, and Revision Processes 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.

  45. atool for evaluation and revision 10 components 50 criteria 4 levels Scoring rules 3 designations SIP Rubric

  46. Components 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)

  47. Component Scoring Drop lowest score. Component Score: 2

  48. Three Exceptions: all or nothing! 1.1 AYP Information from the School Report Card 5.5 Strategies for Subgroups 10.1 District Peer Review Process

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

  50. SIP Designations ___Approved ___Provisional Approval ___Not Approved

More Related