Year #2School Improvement Planning

Year #2 of IPLI

Study Your School

Create/Revise SIP

SCHOOL CAPACITYTEAM ACTION RESEARCHcollect,

analyze datapractice

reflect, make adjustments

CREATE/REVISE SCHOOL

IMPROVEMENT PLAN

REFLECTION

Faculty Commitment, Identify Limitations, Promises and Obligations,

Identify External Support, Examine Learning Capacity – Set/Revise Goals.

SCHOOL ASSESSMENT

this is pretty much what we will be doing Year Two

YEAR 2

Indiana Requirements

• IC 20-10.1-1-3.– Sec. 9. "Plan" refers to a strategic and continuous

school improvement and achievement plan established under this article for a school or a school corporation.

Indiana Requirements

IC 20-10.1-1-6.• Chapter 3. Strategic and Continuous School

Improvement and Achievement Plan– Sec. 1. The principal of each school must coordinate the

development of an initial three (3) year strategic and continuous school improvement and achievement plan and coordinate annual review of the plan. The initial plan and annual review must be made with input from a committee of persons interested in the school, including administrators, teachers, parents, and community and business leaders appointed by the principal.

Indiana RequirementsTimeline

Before the Year of Implementation

• March 1 – Committee recs to Superintendent

• April 1 – Supt. recs back to committee

• May 1 – Revisions made and submitted to Board

• June 1 --- Board approval

Indiana Requirements

Sec. 3. (a) A plan:(1) shall lay out objectives for a three (3) year period; and(2) must be annually reviewed and revised to accomplish the achievement objectives of the school.

(b) A plan must establish objectives for the school to achieve. These achievement objectives must be consistent with academic standards and include improvement in at least the following areas:

(1) Attendance rate.(2) The percentage of students meeting academic standards under the ISTEP program (IC 20-10.1-16).(3) For a secondary school, graduation rate.

(c) A plan must specify how and to what extent the school expects to make continuous improvement in all areas of the education system where results are measured by setting benchmarks for progress on an individual school basis.

(d) A plan must note specific areas where improvement is needed immediately.

Sec. 4. (a) A plan may include a request for a waiver of applicability of a rule or statute to a school.

Indiana Requirements

Sec. 5. (a) A plan must contain the following components for the school:

(1) A list of the statutes and rules that the school wishes to have suspended from operation for the school.

(2) A description of the curriculum and information concerning the location of a copy of the curriculum that is available for inspection by members of the public.

(3) A description and name of the assessments that will be used in the school in addition to ISTEP assessments.

Indiana Requirements

(4) A plan to be submitted to the governing body and made available to all interested members of the public in an easily understood format.

(5) A provision to maximize parental participation in the school.

(6) For a secondary school, a provision to do the following:

(A) Offer courses that allow all students to become eligible to receive an academic honors diploma.(B) Encourage all students to earn an academic honors diploma or complete the Core 40 curriculum.

(7) A provision to maintain a safe and disciplined learning environment for students and teachers.

(8) A provision for the coordination of technology initiatives and ongoing professional development activities.

(b) If, for a purpose other than a plan under this chapter, a school has developed materials that are substantially similar to a component listed in subsection (a), the school may substitute those materials for the component listed in subsection (a).

???

“Substantially Similar”

IndianaStudent AchievementInstitute Others???

1. Where are we?– Examining our data

2. Where do we want to be?– Vision for our school

3. How do we get there?– Plan

4. How do we know when we get there?– Assessment system (academic and nonacademic)

School Improvement Planning

Year #2 of IPLI

Study Your School

Create/Revise SIP

High Reliability Schools

Provides the framework for your school improvement

planning

• Research-based indicators• Research-based critical

commitments

1. Where are we?– Examining our data

School Improvement Planning

Next Steps

• September Seminar– IPLI Summary of School Data

– Level 1 Leading Indicator Surveys• Review results• Analyze results: Where are we?

– Level 1 Critical Commitments

– Where do we want/need to be?

1. Student Achievement Data– Summative Assessments– Formative Assessments

2. Demographic Data– Student Needs

3. Perception Data– Opinions and ideas from stakeholders

4. Program Data– Curriculum and Instruction– Behavior Programs– Auxiliary Programs– Professional Development Programs

Types of Data

Team Activity

Student Achievement

Demographic Perception Program

Data Type Data Source Where Data Is Housed

Who Has Access to Data

Achievement Data

Demographic Data

Perception Data

Program Data

Data Map

Next Steps

• Create data map– Bring map to September Seminar

• IPLI Data Summary

Next Steps

• August: Provide a general overview of the High Reliability process to teachers, staff, and administrators– HRS Overview Webinar– Page 119: Discussion Questions

• August/Early September: Administer Level 1 Leading Indicator Survey:– Teachers and Staff– Administrators– Students– Parents

Next Steps

• September Seminar– IPLI Summary of School Data

– Level 1 Leading Indicator Surveys• Review results• Analyze results: Where are we?

– Level 1 Critical Commitments

– Where do we want/need to be?

2. Where do we want to be?– Vision for our school

School Improvement Planning

The Purpose of Education: Why are we here?

The Purpose of Educationby St. George Lane Fox Pitt (1924)

“It is commonplace saying that ignorance and prejudice die hard. It is not, however, so easily perceived that the death of this

ignorance and prejudice almost invariably gives rise to their rebirth in new forms which may be no nearer to the expression of the

truth than the old forms they have replaced. With truth there can be nothing fundamentally new, yet its re-expression in terms of

current experience may come with all the force and attractiveness of novelty. But the barrier to its reception is just this ignorance and prejudice in the public mind, which it is the function of education

to remove.” (p. 1)

The Purpose of Education: Why are we here?

To bridge the differences between us and other societies

• Who is “us”? Who are the “others”?• Was this important 30 years ago?• Do we really mean “understand”, “tolerate”, or “appreciate”?

To learn how to beat the system

• Do we slow down when we see the police?• Do we teach to the test?• Do we argue with officials in sporting events?

To learn the value of cooperation over competition

• Are our tests normative?• Are there trophies for cooperating (nobody had to lose)?• Can there be winners without losers?

To reduce global terrorism

• Was this an issue 30 years ago?• What might be an indicator of success 30 years from now?

To become great at something

• Do we exhibit the same value for those great in sports, music, math, or cooperation?

• What do we mean by great?

To narrow the gap between the rich and poor

• Looking strictly at financial status, can everyone be rich?

To learn the basics of academia (math, reading, science, history)

• To master standards and remove non-basics if necessary.

To maintain world domination

• Which assumes we currently dominate the world, partially through economic pressure and military strength.

• Does it presume assimilation?

To make mistakes in a safe environment

• Failure is an option (Pixar).• Grades do not measure how long it takes to learn something.• Effort & Intent > Product?

To pass tests

• Easiest to measure.• What causes the most stress.• Why students think they come to school.

To have fun

• Define “fun”.

To evolve into a less violent society

• What criteria exist to claim we have we become a more violent society?

To become rich and independent

• This is what we sell to students as the primary reason to get an education.

To learn how to use credit

• Understanding what it is and how it impacts each person.

• Use and misuse of credit.

To survive in a challenging environment

• Capsized boat, lost in a big city, stranded on the road in a blizzard, etc.

To be a nice person

• Very difficult to measure, as well as relative to local interpretation.

To know what to do with spare time

• As it seems each generation has more of it.• “Unplug”, “Off the grid”, “Quality time”.

To make more sense out of life

• To appreciate deep, philosophical discussion.• To better understand one’s purpose in this life.

To be honest and have dignity

• To never lie.• To be trustworthy.

To prepare for the next level of education

• Elementary to middle school, middle school to high school, high school to college…

• To understand the role of professional development.

other

• Local expectations from the community.

Discussion• Which are the easiest to measure? And do they automatically

become most important?• Which ones did you circle as “5” or “1”? And to what degree

would the faculty, community, or students agree? The level of agreement is more important than any right answer.

• Top 5 in greatest agreement should influence where we should invest most energy and resources: purpose = mission, which influences the vision.

• To some degree most schools do all 20 items, which are we quickest to deny? Are any harmful?