tips for improvement planning: lessons learned isbe innovation and improvement

Tips for Improvement Planning: Lessons Learned

ISBE Innovation and Improvement

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The Resource Manual http://www.isbe.net/sos/htmls/improvement_process.htm

Innovation and Improvement Division217-524-4832

The Interactive Illinois Report Card eplans@niu.edu(815) 753-0978

Resources

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The Mega System: Handbook for Continuous School Improvement Sam Redding

Handbook on Restructuring and Substantial School Improvement Herbert J. Walberg

Exploring the Pathway to Rapid District Improvement Brett Lane

Center on Innovation and Improvement www.centerii.org

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District Improvement Plans Submission Date

90 days following initial notification of status at IWAS

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School Improvement Plan Submission date

135 days after the initial IWAS notification to district superintendent

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Targeted Feedback

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Tools for a Specific End

Less Red Tape and More Learning

Minimized hoop-jumping

Focused planning on – key audience – overall “good sense”

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Harsh Realities

“Perfect” plans ≠

improved

student

achievement

Plans are

required by

NCLB and state

lawClear and

critical need to

focus on

learning

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““Winning”Winning” Plans

Measurable

Implemented with fidelity

Monitored

Focused on what works

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The Interactive Illinois Report Cardhttp://iirc.niu.edu

passwords: gbuoy@isbe.net

Sample login screen

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District District Involvement in in School Planning

Increasing assistance

with planning as school does not make

AYP

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Lessons Learned from the Best

Foster little doubt about implementationBuild a strong relationship between data,

strategies/activities, and monitoringDetail roles, responsibilities,

expectationsPlan critical changes in classroom

practice

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Plan implementation is the Huge Assumption-

What do plan users have to know to implement the plan with fidelity and monitor progress?

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Tip 1: Write for the Right Audience

The primary audience for the plan is the user—those who will implement this

plan.

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Tip 2: Look Beyond AYP

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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?

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Coarse and fine grain Coarse and fine grain internal factorsinternal factors

What’s preventing students from learning?

School culture doesn’t foster shared responsibility for all

kids’ learning

Supplemental support is weak or not rigorous

Failure to use the intended

curriculum by all staff for all kids

Teachers do not have adequate coaching or support to implement

strategies

“Mile wide and inch deep curriculum”

Teachers aren’t clear about what’s

expected in classrooms

Instruction doesn’t span

cognitive levels

Insufficient teacher learning/team time

School culture doesn’t reflect “rigor, relevance, relationship”

Kids don’t have equitable

access to the curriculum

Kids aren’t in the least restrictive

educational environment

Teachers need ELL training

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Doing What Works dww.ed.gov/

Indicators of Effective Practice www.centerii.org

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Tip 4: Be Specific and ThoroughIs the plan

specific enough?

Is the action plan

sufficient?

Is it clear how you will track progress?

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Tip 5: Focus and Coordinate Strategies and Activities

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Objective: While the current achievement in math for students with disabilities subgroup is 66.5% meeting/exceeding for ISAT, this subgroup will make AYP of at least 85% in 2011 and 92.5% for 2012 or Safe Harbor.

Strategies:1 double block math instruction2 coaching for math staff3 student and staff review of student work4 beef up test taking skills5 progress monitoring to drive instruction

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Tip 6: Focus on Student Learning

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Sample PlansWhile no plan is perfect, planners can learn

lots from models and we have lots of them to share. Time will tell how good….

Contact your ROE/ISC for samples.

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For assistance

Contact your ROE/ISC

The Interactive Illinois Report Card

eplans@niu.edu

(815) 753-0978

Carol Diedrichsen cdiedric@isbe.net