sipaaa planning guide - naesp · a school improvement plan created by each chicago public school...

SIPAAA Planning Guide

Chicago Public Schools January 2009

SIPAAA Planning Guide Chicago Public Schools

Updated January 2009 of 36

Overview This guide will help each school’s SIPAAA Team, led by the principal, to develop a meaningful two-year school improvement plan that reflects the school’s unique needs.

The new Oracle SIPAAA online tool, which will fully integrate the SIPAAA and budget processes, will be available to all principals in November 2007. For more information on the SIPAAA online tool and a how-to guide for budgeting, go to www.stratplan.cps.k12.il.us/sipaaa_process.shtml. Communication about the Instructional Support Options (ISOs) will come directly from each Central Office department. What is the SIPAAA? SIPAAA (s�p�ə) n. A school improvement plan created by each Chicago public school that identifies the school’s strengths, concerns, and priority areas for improvement. The action plan described in the SIPAAA, supported by the school’s discretionary funds, is implemented and adjusted over a two-year period. School Improvement Planning for Advancing Academic Achievement (SIPAAA) is a Chicago public

school’s two-year strategic plan for improvement. While such a plan is required by Illinois state law, the SIPAAA planning process guides schools beyond mandates toward meaningful reflection. SIPAAA planning fosters a unity of purpose among all stakeholders and helps schools target money and efforts where they are needed most. What is the timeline for SIPAAA planning?

Your school will begin its SIPAAA planning October 2007 when the principal convenes a SIPAAA Team. The team will:

• Shepherd the school community through the process, identify key findings from the school’s data, and use these findings to set your school’s priorities.

• Create an action plan to address the priorities and then allocate discretionary funds to ensure you reach your goals.

Year 1 SIPAAA planning ends in March 2008 when your local school council (LSC) approves the SIPAAA and related discretionary budget. Revisions can be made in March 2009 for Year 2 SIPAAA. The new 2008-2010 SIPAAA becomes effective July 1, 2008, the start of the new fiscal year. From this point, your SIPAAA will:

• Guide discretionary funding allocations and programmatic decisions for the 2008-2009 and 2009-2010 school years.

• Guide the conversations a principal has with the LSC to discuss progress in the SIPAAA priority areas and identify changes to be made.

SIPAAA Planning Timeline

October

2007

November 2007

Preliminary planning: input

from stakeholders and mission and vision

review

December 2007

Internal Review:

outcome and process analysis

January

2008

Priority setting choosing activities

February

2008

March 2008 and 2009

Connecting activities to

budget

“A . . . local school improvement plan shall be developed and implemented at each attendance center. This plan shall reflect the overriding purpose of the attendance center to improve educational quality.” (105ILCS 5/34-2.4)



The Essential Steps of SIPAAA Planning - Gather input from faculty and other stakeholders

- Craft or revise a mission and vision

- Analyze your school’s data (Internal Review)

- Determine priorities for improvement

- Choose activities

- Align the budget with SIPAAA activities



SIPAAA Team (s�p�� tēm) n. A small group of committed stakeholders (6 to 12 people) that acts as a steering committee for the entire SIPAAA planning process.

Working Group (wûr�k�ng grōōp) n. A group of people that meets to learn more about a specific issue, gather information, and report its findings to the SIPAAA Team.

Gathering Input from Faculty and Other Stakeholders

Stakeholders (stāk�hōld�ərz) n. People who have an interest in your school, including students, parents, administrators, teachers, other school staff and volunteers, local residents and businesses, community organizations, and corporate partners.

Setting up a SIPAAA Team

As chairperson of the SIPAAA Team, the principal invites several people to actively participate in the entire five-month SIPAAA planning process. These SIPAAA Team members should have strengths in

collaboration and consensus-building. While the SIPAAA Team needs to remain small, it needs to include people with a variety of perspectives. For example, the SIPAAA Team may include a Special Education staff member, an English Language Learner (ELL) representative, school staff who represent a variety of grade or content areas, parents, a community representative, and/or a corporate partner. Creating Working Groups

A SIPAAA Team creates ad-hoc working groups when members want more background information about particular data trends and issues. A school can have multiple working groups over the course of SIPAAA planning. Each working group will meet a few times,

focus on a narrowly defined problem, and report its findings to the SIPAAA Team. For example, a working group might look into middle grades curricular alignment, staff professional development needs, or untapped community resources. Consider all stakeholders for working groups, including school support staff, community or corporate partners, teachers, and students. Organizing Stakeholder Input

Stakeholders communicate a school community’s attitudes and experiences that are not as apparent in the data. Therefore, it is important to collect a wide variety of perspectives throughout SIPAAA planning. Reach out to stakeholders during the mission/vision phase of SIPAAA planning, when discussing outcome data, and in order to gather input for the process analysis. Means of soliciting input from the school community include town hall meetings, invitations to participate in working groups, small group discussions, and surveys. See the toolkit appendix (pages 19-36) for helpful resources such as facilitation guides, sample surveys, and graphic organizers.

“The local school principal shall develop a school improvement plan in consultation with the local school council, all categories of school staff, parents and community residents.” (105ILCS 5/34-2.4)

Members of the SIPAAA Team should represent the experiences

of all stakeholders. For example, include a student representative on a high school SIPAAA Team.



Who participates in each step of the SIPAAA planning process? SIPAAA Team

Six to twelve people that work together as the steering committee to plan and finalize the SIPAAA.

Working Groups

Specific groups convened to learn more about a specific issue, and report their findings to the SIPAAA Team.

Stakeholders

All members of the school community: students, staff, families, and others.

Mission/ Vision

The SIPAAA Team organizes meetings with stakeholders to create or revise the school mission and vision. The SIPAAA Team builds consensus on a mission and vision.

Stakeholders provide input on the mission and vision.

Outcome Data Analysis (School Scorecard)

The SIPAAA Team facilitates meetings with stakeholders to analyze the outcome data. The SIPAAA Team identifies key findings that emerge from the analysis and decides if more information is needed to interpret the data accurately.

Working groups may be formed to gather more data on a particular trend that appears from the outcome data. For example, why is there such a low parent participation rate? Is this true for all grade levels? The working group may interview teachers and parents to gather more information.

Stakeholders participate in data analysis and provide their perspective on important areas for improvement.

Process Data Analysis (Five Fundamentals)

The SIPAAA Team facilitates meetings with faculty and staff using the Five Fundamentals Self- Assessment and surveys. The SIPAAA Team identifies key findings that emerge from process discussions and decides if more information is needed to interpret the data accurately.

Working groups may be formed to gather more data on a particular topic that came up in the discussion about the school process. For example, a working group may gather more information about the “peer collaboration” dimension of Professional Capacity, investigating how teachers use common planning time and what should be improved.

Stakeholders contribute through surveys, focus groups, and interviews.

Priorities The SIPAAA Team synthesizes key findings from the outcome and process analysis as well as the school targets and determines priorities for improvement and indicators of success.

Stakeholders review the priorities set by the SIPAAA Team.

Activities The SIPAAA Team determines meaningful activities to help the school address each priority for improvement.

Stakeholders review the activities set by the SIPAAA Team.

Parent Plan (New!)

The SIPAAA Team outlines meaningful activities for parents to be involved in, as well as identifies new opportunities for involvement and communication.

The Parent Advisory Council (PAC) would be an excellent group to collaborate with to provide input on meaningful parental involvement activities.

Stakeholders review the activities set by the SIPAAA Team.

Capital Outlay (New!)

The SIPAAA Team lists all furniture and equipment with a unit cost of $500 or more that the school intends to purchase in Year 2 SIPAAA with NCLB funds.

Stakeholders review the proposed list of purchases for Year 2 SIPAAA.

Fund Compliance (New!)

The SIPAAA Team explains how Title I funds are spent to improve the achievement of all students or specially identified students.

Stakeholders review the strategies identified by the SIPAAA Team.



A good mission and vision address how

the school serves all learners’ unique needs. Make sure to gather input from a variety of stakeholders.

Mission (m�sh́ �n) n. A statement that briefly outlines the what, how, and why of your school’s work.

Vision (v�zh́ �n) n. A statement that communicates the shared image of ultimate success.

Crafting or Revising a Mission and Vision When school staff, students, families, and community partners share in the same goals, their efforts are more effective. The first step in goal setting is to reach a consensus about the school’s mission and vision. See the toolkit appendix (pages 25 and 31, 32 and 33) for facilitation guides and graphic organizers.

Mission Vision

“a map to success”

“a snapshot of success”

A miss ion may inc lude : • Your school’s purpose • How it will accomplish its goals • Guiding values and core beliefs

A vis ion may inc lude : • The ideal school environment • Characteristics of successful graduates • The school’s impact on the community

Sen tence s tart ers… • Our mission is to… through… • We believe that… and will utilize… • We are committed to… and will… • Our school strives to…by…

Sen t ence s tart ers… • We envision… • Our school aspires to… • We foresee… • We will be…

Example: Neighborhood elementary school

Our school strives to meet the academic and socio-emotional needs of every student by implementing a program that individualizes instruction for all students. We believe that effort and encouragement are the backbone of high achievement and that, with the right supports, every student can succeed in high school and beyond.

We envision a school climate that promotes mutual respect, individuality, and continuous learning for all students, staff, and community members. We foresee that all of our students will take ownership of their education, succeed in high school, and pursue postsecondary studies.

Example: College preparatory high school with a technology focus

Our mission is to prepare all of our students for postsecondary education and work through an inquiry-based, problem-solving approach to learning that incorporates technology. We utilize technology as a tool (not a shortcut or crutch) in college preparatory courses and require the same rigorous course load for all students.

Our school aspires to be a world-class college preparatory public high school that enhances learning with technology in every subject area. We will equip all our students to be competitive in the global marketplace through partnerships with Chicago’s high-tech industry and universities.



Gather a variety of perspectives on

the Five Fundamentals. All stakeholders’ insights contribute to a fuller picture of daily school processes.

Analyzing Your School’s Data (Internal Review) There are two types of data that SIPAAA Teams and stakeholders examine during SIPAAA planning:

1) Outcome data are the hard numbers that tell you where your school is in terms of achievement, attendance, and parent participation. This information is what we often think of as “data.”

2) Process data are more qualitative in nature and answer questions about the everyday actions and

behaviors of students, staff, and families. Look at both kinds of data to generate a complete picture of how the school is doing (outcomes) and reasons for strengths and concerns (processes).

Outcome Analysis

The outcome data reported in the SIPAAA online tool are organized into the four scorecard categories: Student Outcomes, Academic Progress, Student Connection, and School Characteristics. Review the data as a SIPAAA Team or in working groups and identify key strengths and concerns for each category. Consider the following strategies for engaging with the outcome data; see the toolkit appendix (pages 24 and 34) for outcome data-related resources.

Get hands-on Provide each person at the meeting with a copy of the data.

Make room Allow space for each person to spread the data out in front of them.

See the big picture Look at the data as a whole, thinking about the broad overview.

Break it down Look at each type of data, noticing individual characteristics.

Mark it up Star areas of success, draw triangles around areas of concern, use question marks for areas of confusion, and add arrows where you see trends.

Ask guiding questions What are areas of strength and weakness? Do you notice any trends? What data stand out to you as surprising or interesting?

Process Analysis

This section will help your team supplement your school’s numerical data with important qualitative data. The Five

Outcome data (out́ kŭm dā� t�) n. Measurable results at the end of a learning period.

Ask questions to get to the bottom of

surprising trends. Seek additional information to understand the real issues reflected in the data.

Process data (prŏs�ĕs dā�t�) n. Information about the everyday actions and behaviors of students, staff, and families.



Fundamentals for School Success model for whole-school improvement provides a meaningful framework for collecting this information.

The Five Fundamentals for School Success model is built on the “essential supports” work of the Consortium on Chicago School Research at the University of Chicago. This research shows that low-achieving, low-income Chicago Public Schools improved substantially when they were strong in three or more of the Five Fundamentals: Instruction, Instructional Leadership, Professional Capacity, Learning Climate, and Family and Community Involvement. In your discussions, focus on your school’s next steps in each of these Fundamentals and record your findings in the online tool. The Strategy and Planning website (www.stratplan.cps.k12.il.us/school_success.shtml)

has several useful resources to guide conversations about the Five Fundamentals. Also see the toolkit appendix (page 27) for facilitation suggestions.

Pr of es s ional C

ap ac ity

Instruction

Family & Community Involvement

Instructional Leadership

Professional Capacity

Learning Climate

Instruction



Indicator of Success (�n�d�-kā ́ t�r ŭv s�k-sĕs�) n. A measurable benchmark goal that, when achieved, demonstrates the school has made significant improvement in the priority area.

This school chose literacy improvement as a priority due to low reading scores. It chose to focus on curricular alignment when discussions about the Five Fundamentals highlighted this weakness.

Determining Priorities for Improvement

Your SIPAAA Team will name up to four priorities for school improvement based on key findings from the outcome and process data and a review of targets. SIPAAA priorities should address your school’s unique concerns. Try to craft priorities that are specific enough to be meaningful while still addressing the most critical need(s) in the school. See pages the toolkit appendix (25 and 35) for help in facilitating a priority-setting meeting and for a priority-setting worksheet. Priori t y Examples

Write an indicator of success for each priority, which answers the question “How will we know when we’ve been successful in this area?” When creating an indicator of success, consider what data will best indicate your school is improving in a priority area.

Also consider how an indicator of success might relate to one or more of the SIPAAA targets.

Indi cator o f Success Examples

Priority: Expand and improve extended learning programs, especially for low-achieving students.

• After-school programs offered four days a week by June 2010. • Participation of low-achieving student in before- and after-school programs increases 20 percent each year. • Students who attend after school math workshop show a 10 percentage point gain on ISAT math scores.

Expand and improve extended learning programs, especially for low-achieving students. Improve literacy achievement with a focus on aligning the curriculum across grade levels. Increase the graduation rate by focusing on increasing the percent of 9th graders on track.

Each Indicator of Success should adhere to the S.M.A.R.T. criteria for goal setting . . .

Specific • Does it identify the exact results you hope to achieve? Measurable Can you track it and are the numbers meaningful? Attainable • Can it be done? Realistic • Can you achieve it in two years?

• If not, can you break it down into more realistic indicators? Time-bound Have you set dates for accomplishing it?

While schools do many important things, the three or four priorities listed in the SIPAAA should be particularly focused on areas for improvement.

Priority (pr�-ôr��-tē) n. A goal for school improvement that emphasizes the area of greatest need and leads to a focused action plan for improvement.

This school identified extended learning programs as a priority after the student connection data revealed the school is having a hard time engaging students who have fallen below grade level.

This school wanted to improve graduation rates but realized it was losing its students as early as 9th grade after reviewing trends in their outcome data.



Activities should emphasize improvement in the

prioritized area for all students.

Purchase materials for before- and after-school programs.

Continue funding an arts-based therapeutic intervention.

Examples

Example

Examples

Fund staff for before- and after-school programs.

ISO: Community Schools Initiative

Choose activities that directly contribute to improvement in the priority area.

Identify activities that are related to your school’s improvement and ongoing success but do not fit neatly within a specific priority (Other Related Activities).

Select an Instructional Support Option (ISO) – a package of materials and/or training supported by a Central Office department – related to a priority for improvement.

Purchase a copier for the use of before-, after-, and in-school staff.

The school decided to implement a volunteer tutoring program after realizing the number of students who need extra assistance getting back on track with grade-level skills.

Since the school’s process analysis revealed a need for more teacher collaboration and aligned curriculum, monthly coordination meetings became an important activity for the success of these new programs.

Choosing Activities

After deciding on your school’s priorities for improvement, the SIPAAA Team will determine a

list of activities that will address each priority area. It is important to consider how each activity contributes to accomplishment of a priority. See the toolkit appendix (pages 26 and 36) for activity-related resources. Activi t y Examples

Priority: Expand and improve extended learning programs, especially for low-achieving students.

• ISO: Community Schools Initiative • Invite 30 college students to volunteer as tutors in a before-school

program. • Purchase materials for before- and after-school programs. • Fund staff for before- and after-school programs. • Set aside extended day pay to support monthly curricular coordination

meetings between classroom teachers and after-school staff. State and federal discretionary funds, allocated based on the number of low-income students in a school, supplement regular allocations and serve as school improvement funds. Therefore, all allocations of state (SGSA) and federal (NCLB/Title I) discretionary funds must be described in the SIPAAA. The new SIPAAA tool, built in Oracle, makes this alignment easier than ever.∗

There are three ways to write budget-related SIPAAA activities in the online tool:

∗ For more information on the SIPAAA online tool and a how-to guide for budgeting, go to www.stratplan.cps.k12.il.us/sipaaa_process.shtml.

Activity (ăk-t�v��-tē) n. A specific action that will contribute to the accomplishment of a SIPAAA priority.

Donations from partner organizations or individuals and

fundraising monies do not appear in the Oracle financial system. Therefore, you will not budget for these activities in the Public Sector Budget (PSB) tool.



Parent Plan (pâr’�nt plăn) n. A description of how parents will be specifically involved with their children’s education and school.

Creating a Parent Plan The new “Parent Plans” section debuts in the 08-10 Year 2 SIPAAA. This section includes the Parent Compact information that was previously found in the Related Plans section, as well as an updated Parental Involvement Policy. The Title I Part A

NCLB Parent Involvement Budget Plan is still required and must be turned into the Local School Relations department. You can find a copy of this form within a Tip in the Parent Plans section of SIPAAA. Because these documents must be reviewed and approved by your Parent Advisory Council (PAC), it may be beneficial to work with your PAC to develop your new Parent Plan, which requires you to provide descriptions of how parents will be involved in specific aspects of their children’s education. For example, one of the questions within the Parental Involvement Policy is: “Schools will provide parents a report of their child’s performance on the State assessment in at least math, language arts, and reading. Please describe how this will be accomplished.” Together with your PAC, you might decide that sending those scores home on Report Card Pick-Up Day is the best solution; you may decide that mailing the scores separately is better, or you may come up with another solution entirely. It may be helpful to make a list of the parent involvement activities that your school already engages in, as well as brainstorm some new ones, so that your answers are robust in this part of the SIPAAA. Some existing examples include:

• Community Schools adult education programs • Open Houses • Report Card Pick-Up Day • Back-to-School nights • Parent Advisory Council Meetings • Parent-Teacher Organizations • Event chaperones • Teacher’s Aide for a Day programs • Parent-Student reading programs • Mentoring programs

The Parent Compact questions remain in the same format as they appeared in the 08-10 Year 1 SIPAAA.

Part of the parent plan requires schools to work with their teachers to reach out to parents in a constructive manner. You might dedicate one of your staff development days to this topic.



Capital Outlays (kăp’ĭ-tl out’lās) n. The money to be spent on furniture and equipment at the school.

Identifying Capital Outlays

In the 08-10 Year 2 SIPAAA, the Capital Outlays section moved from Related Plans (“Edit/View Related Plans”) into the SIPAAA (“Edit/View SIPAAA”) itself. This is a permanent move, but nothing has changed about completing this section. Schools will need to create a list

of the furniture and equipment with a unit cost of $500 or greater that they plan to purchase in FY10 using NCLB funds. Each item should also be included in the SIPAAA Activities section.



Fund Compliance (fŭnd k�m-plī’�ns) n. The connection between NCLB Title I funds and activities to improve academic achievement

Based on the NCLB Title I funds your school receives (Schoolwide or Targeted Assistance), you will answer a different set of questions.

Showing Fund Compliance In the 08-10 Year 2 SIPAAA, the Fund Compliance section moved from Related Plans (“Edit/View Related Plans”) into the SIPAAA (“Edit/View SIPAAA”) itself. This is a permanent move. Starting in 08-10 Year 2, this section has become more substantial, requiring school planners to be more

thoughtful about how their funds are connected to their activities to improve academic achievement. This section now allows you describe how you will use the activities identified in your SIPAAA to improve the academic achievement of students at your school. As mentioned in the accompanying Quick Guide, you may use the District Title I plan (http://www.stratplan.cps.k12.il.us/sipaaa_process.shtml) to complete this section. The plan outlines all the high-level strategies (and, under Section I-H, the corresponding ISOs) that the district is implementing to improve student achievement. Several of these strategies should be applicable to your school and should be described in your Fund Compliance answers. The district’s plan has different section headings than the Fund Compliance section within SIPAAA, but here’s how they match up: Ti t le I Schoolwide Programs

Question Number/Topic District Title I Plan Section 1. Describe how you will accomplish a comprehensive needs assessment of the entire school

No corresponding section.

2. Describe your schoolwide reform strategies I-C (Educational Assistance to Students) I-E (Coordination with Other Education Services) I-H (Programs and Educational Services).

3. Describe how you attract high-quality, highly qualified teachers.


4. Describe how you provide high-quality and ongoing professional development

I-D (Professional Development for Teachers and Principals) I-H (Programs and Educational Services).

5. Describe your strategies to increase Parent Involvement

I-H (Programs and Educational Services) I-O (Parent Involvement Strategies). Also, refer to your Parent Plan.

6. Describe how you will help students transition from Preschool to Elementary School

I-E (Coordination with Other Educational Services) I-J (Support for Preschool Programs)

7. Describe how you will include teachers on decisions around use of assessments.

I-H (Programs and Educational Services)

8. Describe how you will provide effective, timely additional assistance for students below proficient.

I-L (School Choice and Supplemental Services) I-P (After School, Before School and Summer School Programs)

9. Describe how you will coordinate and integrate federal, state and local services and programs.




Tit le I Targe t ed Ass i s tance Programs

Question Number/Topic District Title I Plan Section 1. Describe how you will use Title I funds to help identified students reach academic achievement standards.

I-G (Children in Need of Services).

2. Describe the instructional strategies used to strengthen your core academic program for identified Title I students.

I-C (Educational Assistance to Students) I-E (Coordination with Other Education Services) I-H (Programs and Educational Services) I-P (After School, Before School and Summer School Programs).

3. Describe how you will help students transition from Preschool to Elementary School.

I-E (Coordination with Other Educational Services) I-J (Support for Preschool Programs)

4. Describe how you attract high-quality, highly qualified teacher.


5. Describe how you provide high-quality and ongoing professional development

I-D (Professional Development for Teachers and Principals) I-H (Programs and Educational Services).

6. Describe your strategies to increase Parent Involvement.

I-H (Programs and Educational Services) I-O (Parent Involvement Strategies) Also, refer to your Parent Plan.

7. Describe how you will coordinate and integrate federal, state and local services and programs.


8. Describe how you will monitor the academic progress of the identified Title I students and revise the programs provided as necessary.

No corresponding section; however, good references are the Dashboard, the REA website and the Illinois State Report Card.

As noted in the charts above, a few Fund Compliance questions either do not have a corresponding section in the district plan or have sections with insufficient information. In these cases, draw upon your earlier work in Analyzing Your School’s Data, Creating Activities and Creating a Parent Plan. When describing how you coordinate and integrate federal, state and local services and programs, it may help to refer to both your budget and to your list of purchased ISOs, as that will indicate how different “categories” of funds are being spent to support Title I students.



Planning and Completing Budget Transfers SIPAAA – Related Budget Transfers Any changes to SIPAAA – related budget lines that incur a $1,000 or more change in 225 or 332 funding require a budget transfer in Oracle and signatures from the LSC Chairperson, Principal, and AIO on the SIPAAA Amendment Approval Form (Approval Form). This form was sent via email to all principals, and can also be found in Oracle (top right of the Oracle screen ‘SIPAAA Budget Amendment’). Completing Budget Transfers

1) All transfers are made in the PSB Budget Transfer page of Oracle.

2) Enter all the required information, including ‘Justification’ (be as specific as possible), and then press ‘Submit request’.

• An Error Message will appear at the top of the screen. That’s OK! This message alerts the user that the budget line entered is a SIPAAA line and therefore a FROM Activity and TO Activity must be selected by searching the list using the flashlight next to those boxes that pop-up. This is how PSB and SIPAAA connect!

• To transfer money into a new line, a new Activity must be created in SIPAAA first. See the section of the Addendum, ‘How to Add a New Activity in SIPAAA,’ for details on how to complete this.

3) If this transfer request is over $1,000, a ‘SIPAAA Amendment Approval Form’ must be printed and

signed by the LSC Chairperson, the AIO, and the Principal. You can print this form directly from the budget transfer screen.

• If the transfer request is From or To account 55005, a link to the Capital Outlay form will appear and allow principals to print. A copy of this form must be retained for the school’s records.

• Schools may not make transfers in or out of budget lines associated with ISO activities in the Budget Transfer Tool. Any questions regarding ISOs should be directed to the department associated with the ISO.

• Transfers from a miscellaneous account or pointer line will not require the principal to attach a From SIPAAA Activity.

• Transfers to a pointer line will not require the principal to attach a To SIPAAA Activity. • We have added tips within Budget Transfer that let users know this. • Schools will still be required to enter a justification in Budget Transfer for the transfer of

money. • Even when a To/From SIPAAA Activity is not required, for transfers over $1,000, schools

must still complete the SIPAAA and Budget Amendment Approval Form.

4) Select ‘Save Request’ after printing the ‘SIPAAA Amendment Approval Form’, and exit Oracle. This saves the information already entered until the Approval Form is signed.

5) After obtaining the required signatures on the Approval Form, the transaction can be completed in

Oracle. Re-enter PSB Budget Transfer and search for the already created transaction in the ‘Transaction Search’ tab.



• Notice the ‘Upload Doc’ button to the right of ‘Save Request’. This button allows principals to scan and upload a copy of the signed Approval Form for record keeping purposes. This is suggested, but optional.

6) Open the transaction and ‘Submit Request’. Finished!

Please visit the http://co-ps-upk-a01.admin.cps.k12.il.us/upk/bsc/toc.html (expand Budgeting and Positions, expand and click Budget Transfer (SIPAAA Integration), click Try It!) for an in-depth look at how to complete a budget transfers through an online tutorial. How to Add an Activity If a transfer is to be made to a new budget line, the Activity must first be created in SIPAAA unless the transfer is to an already existing Activity. Adding Activities is the only permissible edit to the SIPAAA itself. To add an Activity:

1) Enter ‘CPS SIPAAA User.’ 2) Search by the Unit Number. 3) Select ‘Edit/View SIPAAA.’ 4) Select ‘Activities.’ 5) Select ‘Add Activity.’ Once this line is completed, it will automatically sync to the budget. 6) Enter ‘CPS PSB Budget Transfer’ and follow the ‘Completing Budget Transfer’ instructions.

*Only one budget line can be attached to non-position related Activities. Multiple position numbers can be attached to bucket/position-related Activities. Changes in Position Control 1. Changes to a regular position

• Any changes worth over $1,000 to 225 or 332-funded regular positions in Position Control require the completion of a SIPAAA and Budget Amendment Form.

• As always, opening a new position funded by Funds 225 or 332 will require the user to attach a SIPAAA Activity.

2. Changes to bucket positions • Any changes worth over $1,000 to 225 or 332-funded bucket positions in Position Control require

the completion of a SIPAAA and Budget Amendment Form. • As always, opening a new position funded by Funds 225 or 332 will require the school to attach a

SIPAAA Activity. • When closing a position, schools must first change the value of the bucket position to $0 by

updating the position in Position Control. They can then close the position as they normally would. Please note, there is currently nowhere in Position Control that allows the posting of the SIPAAA and Budget Amendment Form, but principals may access the form from the Budget Transfer page.

Reporting on Progress



An important part of implementing a school improvement plan is reporting on progress. An easy-to-use Progress Report tool has been built in the Oracle SIPAAA tool for this purpose. The Oracle SIPAAA tool automatically transfers information entered into the ‘Status’ column of the ‘Activities’ section of the SIPAAA into the Progress Report tool. All the user has to do is enter specific progress comments into the Progress Report tool itself. Completing and updating the progress report on a monthly basis is strongly recommended, though this is not a requirement. However, by recording challenges and successes for completing activities on a regular basis, school leaders will be better equipped to make necessary adjustments to the plan as the school year progresses. Steps to complete the SIPAAA Progress Report:

1) Enter the Oracle SIPAAA tool and go directly to the Activities tab.

2) Select the current status of the Activity on the far right side of the screen (scroll). Each Activity has a drop-down box to the far right under the “Status” column. • In Process: Work is ongoing or in the process of being completed. • Incomplete (Default status): No action has been taken. • Complete: All work for this activity has been completed. • Upcoming: Work to complete this activity is planned for a later date. • Inactive: Work on this activity has ceased due to a SIPAAA amendment.

Don’t forget to “Save”!! Now that a status has been updated in SIPAAA, select “Home” at the top of the Oracle screen.

3) Reenter the SIPAAA Planning section and search for the Unit Number. Select the Unit and enter the Progress Report tab.

4) The ‘Activity Progress’ tab shows a summary of progress reported in the SIPAAA ‘Status’ column. No information needs to be entered here; it is already populated.

5) The ‘SGSA/NCLB’ tab lists all the budget lines associated with these funds. (Note: this page is on a 24-hour delay.) The most updated information can be found in Web Inquiry or COA Translator. No information needs to be entered here; it is already populated.

6) The ‘Upcoming Activities’ tab lists all the activities that are marked as ‘Upcoming’ in the ‘Status’ column of the SIPAAA. Add comments such as expected start/completed date of the activity and any other pertinent information. Also add the names of partners consulted with on this activity into the ‘Partners’ text box at the bottom of the page. Don’t forget to ‘Save’!!

7) The ‘Priority Progress’ tab lists all the priorities and their indicators of success with two text boxes to add comments on ‘Progress’ and ‘Challenges’ of the priorities.

8) The ‘Budget Transfer’ tab lists all the budget transfers from or to SGSA or NCLB funds in the unit. No information needs to be entered here; it is already populated.



9) The ‘Print Progress Report’ button on the top left-hand side of the screen will produce a pdf report that can be printed and/or saved.

To view an online tutorial of the SIPAAA Progress Report, please click http://co-ps-upk-a01.admin.cps.k12.il.us/upk/bsc/toc.html (expand Budgeting and Positions, expand Oracle SIPAAA, click SIPAAA Progress Report, click Try It!).



Appendix: SIPAAA Toolkit

Chicago Public Schools



Appendix:

Toolkit Overview and Table of Contents

Overview This toolkit is meant to help principals and SIPAAA Teams engage all stakeholders during the school improvement planning process. Use only the resources that you find helpful; feel free to change any of the documents to better fit your school community’s needs.

Toolkit Table of Contents Suggestions for SIPAAA Planning .................................................................................21 Facilitation Guides..............................................................................................................22

Stakeholder Involvement........................................................................................................................................................... 23 Mission and Vision ..................................................................................................................................................................... 23 Outcome Data Analysis ............................................................................................................................................................. 24 Process Data Analysis ................................................................................................................................................................ 24 Setting Priorities .......................................................................................................................................................................... 25 Creation of Indicators of Success............................................................................................................................................. 25 Activities Discussions............................................................................................................................................................... 256

Five Fundamentals Surveys ..............................................................................................27 Worksheets and Graphic Organizers .............................................................................31

Mission and Vision Worksheets ............................................................................................................................................. 321 Outcome Data Organizer .......................................................................................................................................................... 34 Priority Setting Worksheet ........................................................................................................................................................ 35 Choosing Activities..................................................................................................................................................................... 36



Suggestions for SIPAAA Planning

� The mission is the map to success. It describes the school’s purpose and values.

�

The vision is the image of success. It provides a picture of what the school and graduates will look like when the school is accomplishing its mission.

�

The SIPAAA Team is a small group (6-12 people) that represents all stakeholder groups. The Team gathers information, analyzes data, and creates an action plan for improvement.

�

The involvement section reflects that a variety of stakeholders including students, teachers, administrators, support staff, parents, community members, and outside partners have been engaged in SIPAAA planning.

�

The outcome analysis section includes an accurate description of strengths and concerns for each scorecard category that highlight important trends in the data.

�

The process analysis reflects a thoughtful engagement with the Five Fundamentals for School Success by describing next steps for each of the five categories.

�

The priorities address the school’s most pressing areas for improvement. They do not need to address every valuable or important part of the school’s mission, but rather areas where the school will strategically focus its improvement efforts for the next two years.

�

The indicators of success are S.M.A.R.T. – specific, measurable, attainable, realistic, and time-bound.

�

The indicators of success provide the most accurate measure of success and not just the easiest to record. They may be a combination of “hard” data (ex: a percentage point improvement in the ISAT, Learning First, EPAS, or PSAE), or “soft” data (ex: students reporting a positive learning climate, students participating in before- or after-school programs).

�

The activities directly support the priority with which they are associated or they are accurately categorized as Other Related Activities.

�

The activities describe the specific actions that will be taken to improve in the priority areas.



Facilitation Guides Group discussions can be a great way to gather input from a variety of stakeholders. The following meeting agenda will help you structure conversation and gather feedback in any SIPAAA planning meeting you facilitate. Introductions State the purpose of the meeting, the agenda, and your objectives for the discussion. Introduce yourself and ask everyone else to do the same. Engaging with Content After participants have been introduced, the real work of the meeting begins. Present the information that meeting participants will be discussing, offering examples as appropriate. Help participants reflect on the information with a graphic organizer or activity that introduces them to the content. Group Conversations Most successful group conversations allow everyone to participate and include a brainstorming section and a summarizing section.

Idea Listing 1. Each participant contributes one or more ideas regarding school improvement. 2. Discuss all listed ideas, combine similar ones, and sort into categories. 3. Narrow the focus to three or four ideas by asking each participant to identify the most important.

Gallery Walk 1. Post chart paper around the room. Title each poster with a question or topic for discussion. 2. Divide the group into teams; direct each team to a poster. 3. Let the teams discuss the topic and write their reflections on the poster. 4. After five minutes, direct the teams to rotate. Continue until each team has discussed all topics.

Small Group Sharing 1. Break a large meeting into smaller groups for discussion. Each group is assigned a topic; these can be

the same or different topics for each small group. For instance, if the Five Fundamentals are being used, each group can be assigned the same or a different Fundamental.

2. Provide guiding questions for discussion. 3. Designate a recorder to capture the main ideas to be shared with the larger group during a report-back. Reporting Back This time in the meeting is set aside to collect the valuable analysis that came out of individual and small group times. At this point it is important to sort out key findings and themes from the discussion. Closure Thank everyone for their hard work and remind them of the significance of their efforts to the future improvement of the school.

Guiding questions to bring cohesion to the discussion o What appears to be the central area that needs to be addressed? o This is a great list with lots of wonderful suggestions. Do you

see themes that are common to all suggestions?



Questions to generate ideas for a school mission and vision o What is the number one goal of our school? (mission) o What key tasks should our school do to accomplish its purpose? (mission) o What are the guiding values of our school community? (mission) o What does a successful graduating student from this school look like? (vision) o What do you want the school to look like in three years? (vision) Questions to bring closure to a mission and vision discussion o After hearing all these ideas, can anyone describe the main purpose of our school? o Can anyone summarize what we see as our vision of a great school?

Sample questions for general stakeholder input o What are you most proud of about our school? o What is standing in our way of graduating your

child with the skills he/she will need to succeed? o What aspects of our school would you most

want to see improved?

Facilitating Stakeholder Involvement Ice Breakers After introductions have been made, a brief activity can be helpful to “break the ice” and engage everyone as active participants. The activity you choose should be brief; see the examples below or choose your own. Ask Your Neighbor Turn to the person next to you and ask them one of the following questions:

o What makes a great school? o Describe one of your own fond memories of school.

M& M Game 1. Place a bowl of M&M’s on each table. Ask participants to

choose 1-5 M&M’s and ask them not to eat them yet! (don’t reveal what they are for yet)

2. After everyone has their M&M’s tell them to turn to the person next to them and for each M&M they’ve chosen, share according to the color using the M&M Game Sharing Guide.

Facilitating Mission and Vision

Most people find mission and vision confusing and have trouble knowing the difference between the two terms. The following activity may help participants understand the difference between a mission and a vision. (Use the definitions and examples on page 6 to guide the discussion.)

Sorting mission and vision: 1. Post the definition of mission on one large piece of chart paper and vision on another. 2. Review the component that may be included in a school mission and vision and list these three

components under the appropriate definition. 3. Read an example of a mission or a vision and ask for a volunteer to determine which one it is. Use

this opportunity to highlight the differences between mission and vision. 4. Sort various examples until the group has a working knowledge of mission and vision.

Tell your M&M buddy about . . . Red- a memorable teacher you had Yellow- your favorite subject in school Light Brown- where you would go if

you could take a class on a field trip Dark Brown- your first day of school Green- what you like about our school Blue- a good children’s book



Facilitating Outcome Data Analysis Brief explanation of data and strategies for analysis As you pass out copies of the data, explain where the data are coming from and what the numbers indicate. You may want to model “reading” one column or row of data so that everyone is clear about what the numbers mean. This is also the time to describe any strategies for data analysis that you think the group will find helpful, pass out any worksheets (see page 26), or post any guiding questions that you choose to use.

Color Coding Lists 1. As participants brainstorm in a small group, ask a representative from each group to summarize the

analysis and record each point on a large piece of chart paper. 2. When you have gathered again as a larger group, ask participants if there are items on the lists that are

related. Use colored markers to group the points into categories. 3. Ask the group to summarize the key findings that came out of this color coding activity.

Post-it Note Clusters 1. Provide each person with 3 Post-it notes to write several of their key findings. 2. Place the Post-its on the wall and invite the group to review them. 3. Ask for two volunteers to cluster the Post-its into categories and explain their reasoning to the group.

Then ask another two people to cluster them in a different way. Invite thoughts from the group on the major themes that emerge.

4. Ask the group to summarize the key findings that came out of this activity.

Facilitating Process Data Analysis

Brief Explanation: the Five Fundamentals Self-Assessment It is important to ensure that everyone understands the Five Fundamentals for School Success that you will use to guide your discussions. Take a few minutes to review the Five Fundamentals and field any question that people may have. Pass out copies of the Five Fundamentals Self-Assessment tool found on the Office of Strategy and Planning website (http://www.stratplan.cps.k12.il.us). Point out that each Fundamental has three dimensions listed below it with definitions of excellence described next to it. Individual Analysis Divide the group into five tables or five clusters. Instruct each group to complete the self-assessment tool for one of the Fundamentals. Ask them to reflect individually complete the worksheet by brainstorming “evidence” of excellence they see in the school and the “next steps” that need to be taken to move the school toward excellence in that Fundamental.

Guiding questions for a discussion about the Five Fundamentals (school processes): o Which Fundamentals are we strongest in right now? o Which Fundamentals do we have a lot of work to do in? o Are there any themes that seem to come up as strengths or weaknesses in more than one

Fundamental?



Facilitating Setting Priorities Setting the priorities for improvement is the heart of the SIPAAA process. In this meeting your aim is to review all the information gathered thus far and to use this knowledge to create powerful and effective priorities for improvement that will guide the programmatic and budgetary decisions of your school for the next two years.

Review the Information Gathered Take some time to review all the information that has been gathered about your school. You may want to use the worksheet on page 27 or use chart paper to display all information around the room. Be sure to include: the school mission and vision, key findings from the outcome data, key findings from the process data and any additional considerations that may significantly affect your school in the next two years. Additional considerations may be a change in school leadership, anticipated capitol improvements, significant changes in the community, etc. Individual brainstorm Allow each individual to review all the information gathered and to brainstorm up to 4 priorities for improvement. Provide 4 Post-it notes for each person. Instruct them to write 1 priority on each Post-it and stick them on a wall when they are finished. Group Discussion Invite several members of the group to sort the Post-it notes into categories. Work to create 3-4 priorities.

Facilitating the Creation of Indicators of Success Brief explanation of good indicators of success Remind the SIPAAA Team of the priorities they created and review that each priority needs an indicator of success that will describe how they will know if they have accomplished their priority for improvement. Review the S.M.A.R.T. criteria that should be used to create effective indicators of success. Emphasize effective indicators of success may not simply be one score on a standardized test. Success may be most effectively measured using several sources of data. Partner Brainstorm Invite Team members to partner with someone near them. Assign each pair two priorities and provide two index cards. Ask each pair to draft an indicator of success for each of the priorities they were given and tape them on the front wall when they are done.

Guiding questions when identifying priorities for improvement: o What are the main priorities for improvement that have emerged? o Have we taken into consideration all the key findings and additional considerations? o How can we word this priority so that it addresses our school mission? o Is this priority broad enough to encompass multiple activities? o Is this priority detailed enough to give clear direction to our school’s improvement efforts?



Facilitating Activities Discussion Brief explanation It will be important to begin this meeting with all SIPAAA Team members sharing the same understanding of activities. Briefly review that activities are the resources, staffing, and actions necessary to meet the indicator of success for each priority. Remind the participants that while there are many possible activities that could support any given priority, their job is to determine which activities will be most effective. Small Group Brainstorm Assign each small group one of the priorities. Ask them to use the Choosing Activities Worksheet (page 28) to list all the possible activities they can think of that will be necessary to accomplish that priority. Once they have a full list, invite them to discuss which activities are most important and rank them numerically. Group Discussion Ask each small group to present the priority they worked on and the list of activities in order of importance. Provide time for discussion and reflection of any activities that may be missing from their list as well as debate about the importance of the various activities. Invite feedback from the principal and other school leaders who are aware of the budgeting costs and estimated availability of funds for the list of activities created.



Five Fundamentals Family Survey Directions: This year our school is creating a new School Improvement Plan for Advancing Academic Achievement (SIPAAA) and we would like your input! Please take a few minutes to think about your experiences and write down your responses to the following questions. Your comments will help direct our improvement efforts to the areas that need it most. How has your family connected with our school? (report card pick up, special meetings with teachers, school or classroom newsletters, field trips, special events, family nights, volunteer opportunities, etc.) _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ In what ways would you like to be more involved with our school? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How do teachers encourage learning at home that reinforces classroom instruction and promotes family participation? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ In your opinion, what subject areas or instructional practices seem to be strengths for our school? Which ones need improvement? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What kind of expectations does our school have for students, staff and families? Circle your rating. 1-very low 2-low 3-average 4-high 5-very high What does “high expectations” mean to you? ______________________________________________________________________________________________________________________________________________________________________________________ How are the school environment and your interactions with staff contributing to a welcoming and respectful climate? Do you have suggestions for improvements? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Additional Comments:

The Five Fundamentals For School Success help us identify where we need to improve. All members of the school community contribute to all Fundamentals. For more information, go to www.stratplan.cps.k12.il.us.

Pr ofes sion al C

a pac it yInstructi

on




Learning Climate

Instruction



Five Fundamentals Student Survey Directions: This year our school is creating a new School Improvement Plan for Advancing Academic Achievement (SIPAAA) and we would like your input! Please take a few minutes to think about your experiences and write down your responses to the following questions. Your comments will help direct our improvement efforts to the areas that need it most. What do you like about our school? Why? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What do you like least about our school? Why? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How are the school environment and school staff creating a welcoming and respectful place to learn? Do you have suggestions for improvements? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What kind of expectations does our school have for students, staff and families? Circle your rating. 1-very low 2-low 3-average 4-high 5-very high What does “high expectations” mean to you? ______________________________________________________________________________________________________________________________________________________________________________________ How do your teachers provide challenging instruction (specific classroom activities, assessments, projects, etc.)? Is this an area that needs improvement? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How do your teachers help you know what skills and content you have mastered and what you still need to work on? Is this an area that needs improvement? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Additional Comments:


Pro fession al C

a pa cityInstructi

on




Learning Climate

Instruction



Five Fundamentals Teacher Survey Directions: This year our school is creating a new School Improvement Plan for Advancing Academic Achievement (SIPAAA) and we would like your input! Please take a few minutes to think about your experiences and write down your responses to the following questions. Your comments will help direct our improvement efforts to the areas that need it most. What assessment methods do you use to determine what students are learning? How do you hold them accountable for their learning? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Can you state our school-wide instructional program based on our mission and vision? How could we clarify and strengthen this? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ To what extent do all staff members contribute to the decision-making process in our school? What structures are in place to enable teachers to take ownership of specific initiatives? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What is the most successful professional development you’ve attended? Where do you need more support? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How is teacher collaboration supported at our school? How could we improve in this area? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What kind of expectations does our school have for students, staff and families? Circle your rating. 1-very low 2-low 3-average 4-high 5-very high What does “high expectations” mean to you? ______________________________________________________________________________________________________________________________________________________________________________________ How have you reached out to families to communicate student progress or increase their involvement in the school? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Additional Comments:


Pro fession al C

a pa cityInstructi

on




Learning Climate

Instruction



Five Fundamentals Staff Survey Directions: This year our school is creating a new School Improvement Plan for Advancing Academic Achievement (SIPAAA) and we would like your input! Please take a few minutes to think about your experiences and write down your responses to the following questions. Your comments will help direct our improvement efforts to the areas that need it most. Can you state our school-wide mission and vision? How could we clarify and strengthen this? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ To what extent do all staff members contribute to the decision-making process in our school? What structures are in place to enable staff to take ownership of specific initiatives? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What is the most successful professional development you’ve attended? Where do you need more support? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How is staff collaboration supported at our school? How could we improve in this area? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What kind of expectations does our school have for students, staff and families? Circle your rating. 1-very low 2-low 3-average 4-high 5-very high What does “high expectations” mean to you? ______________________________________________________________________________________________________________________________________________________________________________________ How are the school environment and your interactions with other staff contributing to a welcoming and respectful climate? Do you have suggestions for improvements? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How have you reached out to families to increase their involvement in the school? Do you have suggestions for ways our school could connect with families? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Additional Comments:


Pro fession al C

a pa city

Instruction




Learning Climate

Instruction



Mission and Vision Worksheet Mission: “the map for success” What is the purpose of our school?

1. ___________________________________________________________ 2. ___________________________________________________________

3. ___________________________________________________________

How should it accomplish this purpose?

1. ___________________________________________________________ 2. ___________________________________________________________

3. ___________________________________________________________

What are the guiding values of our school?

1. ___________________________________________________________ 2. ___________________________________________________________

3. ___________________________________________________________

Vision: “the snapshot of success” Choose three words that describe what our school will be like when we are accomplishing our mission.

1. ___________________________________

2. ___________________________________

3. ___________________________________ What characteristics will our graduating students have when our school is fulfilling its mission?

1. ___________________________________________________________ 2. ___________________________________________________________

3. ___________________________________________________________



Mission Worksheet Directions: A mission statement is like your school’s “roadmap for success.” It includes the purpose of your school, how you will get there and the values that guide you. Use the boxes provided to brainstorm these components of your school’s mission.

Our school’s purpose is:

How we’ll get there:

Our guiding values:



Vision Worksheet Use one or both of the following exercises to begin thinking about your school’s vision.

Directions: Imagine that 5 years from now a newspaper article is published, celebrating your school. What would the headline be and what might be three of the main points highlighted in the article? Use the boxes to record your ideas:

Directions: Label the qualities and skills that a student graduating from our school should have.

Headline:

Highlight 1:

Highlight 3:

Highlight 2:



Outcome Data Organizer What did you notice from the data?

Areas of success

Areas of concern

? Areas of confusion

Trends

What surprised you the most? Why? ____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

What themes or major findings do you see?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________



Priority Setting Worksheet

Where does our school most need to improve?

Directions: In the boxes provided, list the important information that you’ll need to take into consideration as you develop effective priorities. Then list several possible priorities for improvement that will address your findings and other considerations. Rank the priorities in order of importance or urgency and choose the three or four highest ranked priorities for the SIPAAA.

School Mission:

Key findings from the outcome data (scorecard-related data analysis and any additional working group findings)

Key findings from the process data (Five Fundamentals Self-Assessment, survey, and discussion findings)

Additional Considerations (e.g. demographic changes, new leadership, anticipated capital improvements)

Possible Priorities: Ranking

_________________________________________________________________ _____ _________________________________________________________________ _____

_________________________________________________________________ _____ _________________________________________________________________ _____ _________________________________________________________________ _____ _________________________________________________________________ _____



Choosing Activities

Directions: Use a separate worksheet for each of your SIPAAA priorities. 1. List all activities that you can imagine helpful for accomplishing the stated priority. 2. Describe how it will be helpful in accomplishing the priority.

• How many students will it impact? • Does it also reflect the areas for improvement that surfaced in the process analysis?

3. Finally, review all the activities and rank them numerically in order of importance. This should help identify which activities are vital and which are supplementary.

Priority: __________________________________________ Rank Activity How it helps

sipaaa planning guide - naesp · a school improvement plan created by each chicago public school...

Documents