District Improvement Planning

The Illinois e-plan Presentation

August 20, 2010

DuPage - RESPRO

DuPage Regional Office of EducationDr. Darlene J Ruscitti,

Regional Superintendent of Schools

2

A Plan for One Purpose

District Improvement Planning

DuPage Regional Office of Education

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

Let’s practice… Hope and Good Sense

Expecting success

Prioritizing objectives

Eliminating distractions

Paradigm Shift

I taught….

The students learned….

or

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

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

Status and Sanctions

Years not making AYP

Label Status Sanctions

All District

Sanctions Only Title I Districts

Year 1 NO None None

Year 2 AEW1 Academic Early Warning

DIP DIP

Year 3 AEW 2 Academic Early Warning 2

DIP DIP

Year 4 AW 1 Academic Watch Status 1

Resubmit DIP

Corrective Action

Resubmit DIP

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.

Resources Flash Drive Download

Monitoring Prompt ePlan Template Worksheets (Word) Resource Guide District 88 Sample Springfield DIP Plan Sample ISBE Tips PowerPoint Links

Template Sections

I-Data and AnalysisI-Data and Analysis

II-Action PlanII-Action Plan

III-Plan DevelopmentIII-Plan Development

IV-Board ActionIV-Board Action

SECTION I - Data and Analysis

Automatically Populated *State assessment results

*District information

*AMAO Information*Special Education Information*Response to Intervention

Report CardExplain 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?

1A Report Card DataThe “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)

1B Local Assessments

A. School/Community Attributes & Challenges

B. Educator Qualifications and Professional

Growth and Development

C. Parent Involvement

1C Other Data

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

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)

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

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?

PARENT INVOLVEMENT

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

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).

“ensuring the greatest likelihood”

Logical process of data analysisTo determine the specific areas of

weaknessTo hypothesize the key factorsFor reasonable strategies and

activities

SECTION II - Action PlanOBJECTIVES (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

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?

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

What Are SMART GOALS?

S pecific, strategic

M easurableA ttainableR esults-

orientedT ime-bound

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?

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

Objectives=SMART Goals

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.

we will action verb object

so that which and how named students

will demonstrate level of

performance or behavior as evidenced by

Smart Goal Format

measuring device by when

Current level of performance

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.)

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.

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 disabilities Indicator 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..

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.

SMART Goals Involve the entire school – not just a grade

level or department Key words:

How many? How much? By when?

36

Practice Writing SMART Goals…

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

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.

Improve This Goal…

Students will show one year’s growth in Reading as measured by ISAT.

SPECIFIC - MEASUREABLE - ATTAINABLE - REALISTIC - TIME-BOUND

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

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?

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?

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?

SECTION III - Plan Development, Review, and

Implementation Stakeholder InvolvementDistrict’s ResponsibilitiesState’s Responsibilities

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.)

Stakeholder Involvement

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

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.

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. .)

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).

SECTION IV - Board Approval and

Assurances

Board Approval Assurances

Assistance with Illinois e-Plans

Interactive Illinois Report Card http://iirc.niu.edu/scripts/whatsnew110805.asp

Contact the Regional Office for assistance

Passwords: Send a request with District/School Name and RCD code to Gail Buoy at gbuoy@isbe.net

How does ISBE monitoring “fit in”?

Reliance on district approval process with RESPRO support Closer look at Sections I and II of the template Check for compliance with Sections III and IV Review the Monitoring Sheet to identify which are

compliance areas Feedback on the plan

Particularly Sections I and II As warranted for Sections III and IV

ISBE is required by state and federal law to take a role.

How will ISBE Review Plans?

Holistic review of the whole plan

“Forgiveness”No score or qualitative rubricNot an approval process

Reflecting vs. Replacing

SIP Processes and ProductsIllinois E-Plan

Use Professional Judgment

UPJ

The mission of the DuPage Regional Office of Education is to collaboratively build and

sustain a high quality County educational community for all youth.

Thank you for your dedication to improving learning opportunities for all students.

CONTACT INFORMATION

DuPage RESPRO

Phone: 630-495-6080