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					District Improvement Planning
The Illinois e-plan Presentation
         August 20, 2010




                DuPage - RESPRO
      DuPage Regional Office of Education
              Dr. Darlene J Ruscitti,
        Regional Superintendent of Schools
    A Plan for One
          Purpose

      District Improvement Planning
       DuPage Regional Office of
                 Education




2
      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….
                      The Real
                        Target
What do we
have to do        What do we
to fill out the   have to do to
template?         improve
                  student
                  learning?
           Asking big
     questions
What did ISAT
or PSAE tell us?        What do our data show us?

Why didn’t              Who is NOT learning?
we make AYP?
                        Why did our students perform this
                   or   way?
How can we
make AYP?
                        What are the barriers to student
How can we get          learning?
this done?
                        Which of these can we influence?

                        What changes must we make in the
                        classrooms? In the curriculum? In
                        the delivery system?
         Status              and    Sanctions
Years    Label   Status      Sanctions      Sanctions Only
not                          All District   Title I Districts

making
AYP
Year 1   NO      None        None

Year 2   AEW1    Academic    DIP            DIP
                 Early
                 Warning
Year 3   AEW 2   Academic    DIP            DIP
                 Early
                 Warning 2

Year 4   AW 1    Academic    Resubmit DIP Resubmit DIP
                 Watch       Corrective
                 Status 1    Action
                  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 Analysis

  II-Action Plan

  III-Plan Development

  IV-Board Action
      SECTION I - Data and
            Analysis
Automatically
Populated                       *State assessment results
                                *District information

                                *AMAO Information
                                *Special Education Information
                                *Response to Intervention

Report Card
Explain 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 Data
The ―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

1C Other Data
 A. School/Community Attributes & Challenges
 B. Educator Qualifications and Professional
    Growth and Development
 C. Parent Involvement
           ADVANTAGES TO
         USING ADDITIONAL
 Triangulation          DATA
 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 analysis
 To determine the specific areas of
  weakness
 To hypothesize the key factors

 For reasonable strategies and
  activities
 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
                     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.
    SMART
GOALS (Objectives)
•What are they?
•Why use them?
•How do you write them?


 24
                 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 easurable
    A ttainable
    R esults-oriented
    T ime-bound
        How To Write SMART
           Goals/Objectives
         the “big, critical-few” goals that
 Identify
 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.
              Smart Goal Format
Current level of
performance
                   we will    action verb    object

   so that         which and how named students


    will demonstrate         level of


  performance or behavior          as evidenced by



 measuring device                 by when
      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?
Practice Writing
 SMART Goals…



36
                  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)
At your table… begin to identify
 the goal areas for your district
          – AYP, AMAO, Special
                                Education




  -Practicing writing SMART Goals


   41
        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 Involvement
 District’s Responsibilities
 State’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
       How will ISBE Review
                      Plans?
         review of the whole plan
 Holistic

 “Forgiveness”

 No score or qualitative rubric

 Not an approval process
Reflecting vs. Replacing


 SIP Processes and Products
           Illinois E-Plan
Use Professional Judgment



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



         CONTACT INFORMATION
               DuPage RESPRO
           Phone: 630-495-6080




     The mission of the DuPage Regional Office of
       Education is to collaboratively build and
      sustain a high quality County educational
               community for all youth.

				
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