1 / 31

Focused Monitoring: The District Improvement Plan Process-- Tips for Improvement Planning

Focused Monitoring: The District Improvement Plan Process-- Tips for Improvement Planning. Lessons Learned from the 2007-2009 District Improvement Plans July 2008 Special Education Directors’ Conference. Review Sections I and II of the sample plan.

merlin
Download Presentation

Focused Monitoring: The District Improvement Plan Process-- Tips for Improvement Planning

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. Focused Monitoring: The District Improvement Plan Process--Tips for Improvement Planning Lessons Learned from the 2007-2009 District Improvement Plans July 2008 Special Education Directors’ Conference

  2. Review Sections I and II of the sample plan • Do the strategies and activities of the action plan flow logically from the data and analysis? • If you were a teacher in this district, would you know your role in this plan?

  3. Updated Resources for 2008 For the latest resources including planning guides sample plans presentations See http://www.isbe.net/sos/htmls/improvement_process.htm

  4. Let’s Celebrate! • Feedback for all who submitted plans for 2007!

  5. TargetedFeedback ISBE Monitoring Action Plan Data and Analysis Key Factors

  6. Toolsfor a specific end Less Red Tape and More Learning What’s the impact of a system of support—with school and district plans as central documents with Minimized hoop-jumping Focused planning on • the key audience and • the overall “good sense” the plan Will these improvement plans lead to improved student achievement?

  7. Harsh Realities 1. “Perfect” plans ≠improved student achievement 2. Plans are required by NCLB and state law 3. Clear and critical need to focus on learning

  8. “Winning” Plans • Measurable • Implemented with fidelity • Monitored

  9. You may be asking yourself: “Am I required to submit a plan NOW?” Yes, you need to submit a revised plan if both the following are true. My school/district is in academic status. I do not have a locally board approved plan submitted in the template for 2007 at the Interactive Illinois Report Card site.

  10. When must the plan based on 2008 data be submitted? For plans in response to Academic Status District Improvement 90 days School Improvement 135 days

  11. For plans required as part of the Title III grant application (This may be the same plan as in response to academic status.) Current district improvement plans are required with Title III grant applications June 30 every year. ISBE can not approve these grants without the district improvement plans.

  12. For plans required in response to special education compliance monitoring You may modify your existing improvement plan Revisions to the plan must be made in consultation with special education monitoring staff.

  13. How? All plans submitted via the Interactive Illinois Report Card http://iirc.niu.edu Your area RESPRO, Title III, or special education consultant can assist in completing these plans.

  14. E-Plans User Names and Passwords They are not changed annually Need yours? email gbuoy@isbe.net. Still not getting in? You may need to back out of the browser and reenter the username and password.

  15. Sample login screen

  16. On-line resources at the Interactive Illinois Report Card (IIRC) Guides –description of required content. Templates—interactive screens with the language of the guide and directions Monitoring prompts—ISBE’s checklist for feedback Schools access school plans at the school dashboard. Districts access all types of plans at the district main menu.

  17. Lessons Learned from the Best Plans The best plans foster littledoubt that the plan will be implemented • Strong relationship between the data, strategies/activities, and monitoring process • Detailed roles, responsibilities, expectations • Critical changes in classroom practice

  18. The Huge Assumption-plan implementation What do users of the plan have to know to be able to implement the plan with fidelity and monitor progress?

  19. Tip 1: Write for the Right Audience The primary audience for the plan is the user—those who will implement this plan. Other audiences-- Planners Reviewers Wider community Don’t write the plan primarily for these other audiences.

  20. Tip 2: Look Beyond AYP Report Card and other data are more than AYP deficiencies See the monitoring prompt Strengths and weaknesses

  21. Tip 3: Take Care to Consider the Factors Contributing to Achievement What’s contributing to your progress? Are these factors internal or external? Are you blaming the kids?

  22. What’s What’s preventing students from learning? How do you know? school culture doesn’t foster shared responsibility for all kids’ learning Supplemental support is weak or not rigorous Teachers need ELL training Failure to use the intended curriculum by all staff for all kids School culture doesn’t reflect “rigor, relevance, relationship” Coarse and fine grain internal factors Insufficient teacher learning/team time Teachers do not have adequate coaching or support to implement strategies Instruction doesn’t span cognitive levels “mile wide and inch deep curriculum” Teachers aren’t clear about what’s expected in classrooms Kids don’t have equitable access to the curriculum Kids aren’t in the least restrictive educational environment

  23. Tip 4: Be Specific and Thorough Is the plan specific enough? Does the action plan sufficiently address the areas where improvement is needed?

  24. Tip 5: Focus and Coordinate Strategies and Activities Objective Statements Measurable Minimally in terms of AYP May be global Use the objective page to outline strategies, if you’d like.

  25. While the current achievement in math for students with disabilities subgroup is 24.5% meeting/exceeding for ISAT, this subgroup will make AYP of at least 62.5% in 2008 and 70% in 2009 or Safe Harbor. Strategies: 1 double block math instruction 2 coaching for math staff 3 student and staff review of student work 4 beef up test taking skills 5 progress monitoring to drive instruction

  26. Tip 6: Focus on Student Learning Strategies for students necessary to meet the objective • necessary for staff • necessary for parents • Effecting change at the classroom What about on-going strategies and activities? or strategies for global objectives?

  27. Improvement Planning—ongoing work • Working towards improvement • Coordinating efforts • Measuring progress • Keeping the big picture in sight

  28. Note from the field… Has the planning process been “hoop jumping?” “It is definitely not an administrative hoop. It has given me a much clearer focus and I have already used the document at my Curriculum Committee Meetings to try to keep my staff focused on the big picture….”

  29. Sample Plans While noplanisperfect, planners can learn lots from models and we have good plans to share. Time will tell how good See sample 2007 plans at: http://www.isbe.net/sos/htmls/improvement_process.htm

  30. “SHOW STOPPERS” Section II – Objective addressing deficiencies and an action plan that spans two years (2008-2010) Section III – All items Section IV – Board Approval - Submitted to IIRC

  31. For assistance Contact your area RESPRO http://www.isbe.net/sos/pdf/respro_contacts.pdf ISBE Agency Directory http://webprod1.isbe.net/isbedir/default.aspx The Interactive Illinois Report Card eplans@niu.edu (815) 753-0978 Julie Evans Carol Diedrichsen jevans@isbe.netcdiedric@isbe.net

More Related