Peer Review of School Improvement Plans
Components of the Revised School Improvement Plan
Together, the components of the school improvement plan should embody a design that is comprehensive, highly structured, specific, and focused
primarily on the school’s instructional program. The school plan shall focus on the following components:
Requirement Yes No Comments
1. Incorporate strategies based on
scientifically based research that will
strengthen the core academic subjects
and address the specific academic issue
that caused the school to be identified
for school improvement.
2. Adopt policies and practices concerning
the school’s core academic subjects that
have the greatest likelihood of ensuring
that all groups of students will meet the
State’s proficient level of achievement
on the State academic assessment.
3. Provide an assurance that the school
will spend not less than 10 percent of
the Title 1-A funds made available to
the school each fiscal year for the
purpose of providing the school’s
teachers and principal high-quality
professional development that:
a. directly addresses the academic
achievement problem that caused
the school to be identified for school
b. meets the requirements for
c. is provided in a manner that affords
increased opportunity for
participating in that professional
4. Specify how the funds described in (3)
will be used to remove the school from
School Improvement status.
5. Establish specific annual, measurable
objectives for continuous and
substantial progress by each group of
students that will allow all such groups
of students to meet the State’s proficient
level of achievement on the State
6. Describe how the school will provide
written notice about the identification to
parents of each student in a format and,
to the extent practicable, in a language
that the parents can understand.
7. Specify the responsibilities of the
school, the local education agency, and
the State education agency serving the
school under the plan, including the
technical assistance to be provided by
the local education agency.
8. Include strategies to promote effective
parental involvement in the school.
9. Incorporate, as appropriate, activities
before school, after school, during the
summer, and during any extension of
the school year.
10. Incorporate a teacher mentoring
Schoolwide Plans Serving as School Improvement Plans
Schools that operate Schoolwide programs and use their Schoolwide plans as their School Improvement Plan must ensure that in addition to the required
School Improvement components, their plans also include the required Schoolwide components. Some of these are already addressed in previous section
and can be referenced to earlier comments. These are:
1. A comprehensive needs assessment of the
entire school based on information which
includes the achievement of children in
relation to the state academic content
standards and the state student academic
achievement standards described in NCLB
2. Schoolwide reform strategies based on
scientific research that strengthen the core
academic program, increase the amount and
quality of learning time and include strategies
to address the needs of low-achieving students.
3. Instruction by Highly Qualified teachers, as
defined by federal law.
4. High quality, on-going professional
development based on scientifically-based
research for teachers, principals, instructional
paraprofessionals, and if appropriate, pupil
services personnel, parents and other staff in
accordance with NCLB 1119.
5. Strategies to attract Highly Qualified teachers
to high-need schools.
6. Strategies to increase parental involvement,
such as family literacy services in accordance
with NCLB 1118.
7. Plans for assisting children in the transition
from various levels in school programs.
8. Measures to include teachers in the decisions
regarding the use of OSA and other
assessments to improve the achievement of
individual students and the overall
instructional program (e.g. using data to
inform instruction); academic assessments
described in NCLB 1111 to provide
information on and to improve the
achievement of individual students and the
overall instructional program.
9. Activities to ensure that students who
experience difficulty mastering the proficient
or advanced levels of academic achievement
standards required by NCLB 1111(b)(1) are
provided with effective, timely additional
10. Coordination and integration of federal, state
and local services and programs including all
titles in NCLB, violence prevention, nutrition,
and house programs, Head Start, adult
education, vocational and technical education
and job training NCLB 1114(b).