tips for improvement planning: lessons learned isbe innovation and improvement
TRANSCRIPT
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 [email protected](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: [email protected]
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
(815) 753-0978
Carol Diedrichsen [email protected]