The School Improvement Process

LaSalle County ROE #35www.roe35.k12.il.us

IIRC WEBSITEwww.iirc.niu.edu

Access District/School Information

Detailed Analysis by Subject/Grade/District

Information Regarding Goals Covered on ISAT/PSAE

Safe Harbor

• If a subgroup fails to meet an academic target, they may make AYP through Safe Harbor.

• Safe Harbor is calculated by the subgroup reducing its percentage of student not making standards by 10% of the previous years percentage.

• In addition to this, the subgroup must meet the attendance or graduation rate.

Calculation of Safe Harbor

Because Safe Harbor is calculated ONLY for each academic subgroup using all the tests given (ISAT, PSAE, IMAGE, IAA) in the grades tested in each school, it can ONLY be calculated accurately by ISBE.

Approximation of Safe Harbor

20% Meet + Exceed80% Do Not Meet10% Increase of 80 = 8Increase 20 + 8 = 28

28% must Meet + Exceed ANDThe Subgroup must meet the Attendance or Graduation rate to reach Safe Harbor.

Safe Harbor – An Exception

Safe Harbor is automatically calculated by the computer ONLY if it will HELP the school possibly achieve AYP. Safe Harbor is NOT calculated if it would hurt the school’s chances of making AYP.

Example:35% Meet + Exceed

65% Do Not Meet10% of 65 = 6.5

Increase of 35 + 6.5 = 41.5%

This target is greater than the 37% subgroup target so Safe Harbor DOES NOT apply.

37% Subgroup Target – What’s That?

Subgroup Targets are 3% less than the performance target.

In 2004, the performance target was 40% and the subgroup performance target was 37%.

In 2005, the performance target will be 47.5% and the subgroup performance target will be 44.5%

Template Notes

~Optional organizer~WORD doc. - Not a “template”~SIPs are public~Consider the readers: parents, peers,

administrators, scorers.~Tell the story: charts, tables, narratives,

appendices

Components1.0 AYP Performance Targets 2.0 School Information 3.0 Data/Information Collection 4.0 Data Analysis 5.0 Action Plan 6.0 Professional Development 7.0 Learning Standards Implementation8.0 Family/Community Involvement9.0 Support Systems10.0 Review, Monitoring, and Revision

The AYP Information Page

~Test participation

~Academic performance

~Attendance or graduation rate

~9 subgroups41 targets

Multicultural

41 POINTS

• 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

AYP Information Page

• Review the AYP sheet.

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

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

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

2.0 School Information

2.1 Information about students and staff

2.2 School characteristics narrative2.3 Community characteristics

narrative

Describe your context.

Pages 2-3 School Improvement Plan Template

Terms

• 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?

I?

D

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 data3.4 Professional development3.5 Parent/family involvement3.6 Additional types of data3.7 Data quality

Show your data!Pages 4 – 7 School Improvement Plan Template

Page 8 of School Improvement Plan Template

4.1 SUMMARIES OF DATA FOR DEPENDENT VARIABLES (3.1/3.2)

Grade 3 Black students 38.4% met in reading and 33% met in math in 2003.Grade 5 Black students 24% met in reading and math in 2003.

2000 2001 2002 2003

Grade 3

Grade 5

Grade 3 Grade 5

Grade 3

Grade 5 Grade 3 Grade 5

MATHEMATICSBlack, Non-Hispanic

64% 26% 44.2% 22% 33.3% 24.2% 33% 24.2%

White,Non-Hispanic

* * 78% 43% 55.6% 50% 65.9% 60.9%

Economically Disadvantaged

* * 74% 27% 51.4% 32.8% 45% 46.7%

This is an example of a way to provide a summary and a comparison of data.

Grade 3 Reading Comparison of Meets and ExceedsTotal school population = 47.6%White = 54.4%Black = 38.4%

Grade 3 Reading Gap between Black & White StudentsThe black students have scored 16% lower than the white students.

Grade 3 Math Comparison of Meets and ExceedsTotal school population = 50.6%White = 65.9%Black = 33%

Grade 3 Math Gap between Black & White StudentsThe black students have scored 32.9% lower than the white students. Twice as many white students meet and exceed as the black.

Grade 5 Reading Comparison of Meets and ExceedsTotal school population = 43.8%White = 58.7%Black = 24.2%

Grade 5 Reading Gap between Black & White StudentsThe black students have scored 34.5% lower than the white students. More than twice as many white students meet and exceed as the black students.

Grade 5 Math Comparison of Meets and ExceedsTotal school population = 46.3%White = 60.9%Black = 24.2%

Grade 5 Math Gap between Black & White StudentsThe black students have scored 36.7% lower than the white students. Nearly three times as many white students meet or exceed as black students.

The gaps between black and white students in math are greater than the gaps between the students in reading.

TrendsThe scores in reading and math for the subgroup of black students in grades 3 and 5 have been declining from 2000 through 2002 but have leveled off in 2003.

The 2003 scores are still below the required AYP targets.

Section 4.2: Diagnosis of Performance Targets

“No”1

“No”4

Logical Data

Analysis

AYP Inputs

Refine theTargets

Narrower

Same

Broader

3 PossibleOutputs

“No”2

“No”3

“No”5

1

2

3 4 5

What’s the real problem?

4.3 Hypotheses to Explain Dependent Variables

SIP team and faculty members

brainstormpossible causes:

Why did this groupfail to hit the target?

Targets & Possible Causes

TARGET or PROBLEM

Low reading scoresPoor attendanceInsufficient # tested

POSSIBLE CAUSESInstructional materialsMoms’ educationTeachers on leaveTeacher mobilityStudent mobilityFlu epidemicUneven ILS instruction

4.5 IDENTIFICATION OF PRIMARY CAUSAL

FACTORS

4.6 SELECTION OF STRATEGIES

4.4 SUMMARIES FOR INDEPENDENT VARIABLES

4.3 HYPOTHESES TO EXPLAINDEPENDENT VARIABLES

Page 8

School Improvement Plan Template

4.3-4.6 Data Analysis

T

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 – Data to support the hypotheses.

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.

T

A

R

G

E

T

Select a strategy.

The SIP should make a convincing case that

Thisstrategy

thistarget.

will adequatelyimprove

performance in

5.0 Action Plan

(5.1) Strategywill

adequatelyimprove

performance in

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

Describe what you’re going to do.

Pages 10 – 11School Improvement Plan Template

5.1 – 5.8 Action PlanStrategy (5.1)

will adequately

improveperformance

in

Target (4.2)

TIMELINE

(5.3)

ROLES/RESPONSIBILITIES

(5.7)

MEASURES FOR ACTIVITY (5.8)

RESOURCES FOR ACTIVITY (5.4)

SBR (5.6)

ACTIVITY (5.2)

Template

5.1 – 5.8 Action Plan

Expanding current modes of mathematics instruction

boys’ math scores in grades 3, 4, 5.

Strategy (5.1)

will adequately

improveperformance

in

Target (4.2)

TIMELINE

(5.3)

ROLES/RESPONSIBILITIES

(5.7)

MEASURES FOR ACTIVITY (5.8)

RESOURCES FOR ACTIVITY (5.4)

SBR (5.6)

ACTIVITY (5.2)

Strong

5.1 – 5.8 Action Plan

Implementing a consistentsystem of classroom

management school-wide

all learning areas and grades tested.

Strategy (5.1)

will adequately

improveperformance

in

Target (4.2)

TIMELINE

(5.3)

ROLES/RESPONSIBILITIES

(5.7)

MEASURES FOR ACTIVITY (5.8)

RESOURCES FOR ACTIVITY (5.4)

SBR (5.6)

ACTIVITY (5.2)

Strong

5.1 – 5.8 Action Plan

math by 6 percent each year.

Strategy (5.1)

will adequately

improveperformance

in

Target (4.2)

TIMELINE

(5.3)

ROLES/RESPONSIBILITIES

(5.7)

MEASURES FOR ACTIVITY (5.8)

RESOURCES FOR ACTIVITY (5.4)

SBR (5.6)

ACTIVITY (5.2)

Expanding current modes of mathematics

instruction

Weak

5.1 – 5.8 Action Plan

reading and math scores in grade 8.

Strategy (5.1)

will adequately

improveperformance

in

Target (4.2)

TIMELINE

(5.3)

ROLES/RESPONSIBILITIES

(5.7)

MEASURES FOR ACTIVITY (5.8)

RESOURCES FOR ACTIVITY (5.4)

SBR (5.6)

ACTIVITY (5.2)

More parental involvement in their

children’s science fair projects

Weak

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)

6.0 Professional Development

6.1 Data Use6.2 Qualified and Effective Educators6.3 Relation to Strategies6.4 Scheduling6.5 Resources6.6 Scientifically Based Research (SBR) 6.7 Integration of Technology6.8 Evaluation/Continuous Improvement6.9 Mentoring

6.3 – 6.6 can be done in a table formatOutline necessary professional development.

7.0 ILS Implementation

7.1 Alignment of curriculum, instruction, assessment

7.2 Standards-aligned classrooms7.3 ILS practices and procedures7.4 Review of practices and

procedures

Describe ILS at your school.

8.0 Family and Community Involvement

8.1 Data use8.2 Stakeholder involvement in SIP

process8.3 Communication of SIP progress8.4 Role in action plan8.5 Role in supporting learning8.6 Procedures/practices/compacts

Explain how you involve parents/family.

9.0 Support Systems

9.1 Internal district support 9.2 External support

Talk about your partners.

10.0 Review, Monitoring, and Revision Processes

10.1 District peer review process10.2 Monitoring progress of the plan10.3 Revision of the plan

Discuss how you review, monitor, and revise the SIP.

SIP Tasks

1.0 Identify the “No’s”.2.0 Describe your context.3.0 Show your data.4.0 Refine your target and select a strategy.5.0 Describe what you will do. 6.0 Outline necessary professional

development.7.0 Describe ILS at school.8.0 Explain how you involved parents/family.9.0 Talk about your partners. 10.0 Discuss how you will review, monitor, and

revise.

COMPONENTS TASKS