Overview of the School Improvement Plan Required by NH RSA 193-H and Federal Public Law 107-110

NH Department of Education

www.ed.state.nh.us

October 11, 2006

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Topics to be Covered

Statutory Requirementso State requirements for all schoolso Federal requirements for Title I schools

Template Design Developing the Plan Resources

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Overview of the School Improvement Plan

Statutory Requirements

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Statutory Requirements State and Federal Law

State law requires the development of a school improvement plan for any school officially designated as a school in need of improvement (NH RSA 193-H)

and Federal law requires the development of a school

improvement plan for any Title I school officially designated as a school in need of improvement (No Child Left Behind Act of 2001; P.L. 107-110)

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Statutory Requirements

Duration of the Plan

The school improvement plan is in effect for a two-year period (the 2006-07 and 2007-08 school years).

The “school in need of improvement” designation is removed once the school makes AYP for two consecutive years in the content area(s) that caused the designation.

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Statutory Requirements

Required Focus and Intent

In contrast with local or district education improvement plans which are by design long-termand broad in scope, the focus of the two-yearimprovement plan must be on strategies to improve conditions and factors impacting student achievement in the content area(s) that caused the school to be identified for improvement.

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Statutory Requirements

Required Content

For all schools the plan must describe the first 2 elements below. For Title 1 schools, all elements below are required.

the area or areas in which the school has not made AYP for two consecutive years;

strategies to improve conditions or factors impacting student achievement in the content area(s) that caused the school to be identified for improvement;

the research supporting the effectiveness of the strategies selected; the use of district resources, including the district budget, to support the

designated school in carrying out its plan;

strategies for parent and family involvement to increase the likelihood of sustaining the intended improvement efforts; and

the process by which parents, outside experts, and other interested community members were consulted in designing the plan.

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Statutory Requirements

Additional Required Content for Title I Schools

In addition to fulfilling the requirements under state

law, Title I schools in need of improvement

must also provide information required under federal

law, as referenced on Page 1 of the improvement plan

template.

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Statutory Requirements

Timetable for Developing the Plan

September 27, 2006 – designation as a school in need of improvement becomes official for schools electing not to appeal or whose appeals were unsuccessful. Schools have 90 calendar days from this date to submit a school improvement plan, even if continuing the appeals process to the State Board of Education.

January 3, 2007 – deadline for submitting the plan.

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Statutory Requirements Review and Approval Process

All plans will be reviewed to determine the extent to which:

the goals and strategies are clearly aligned with the area(s) in which the school is identified and are written in a results-oriented manner with a timeline.

the rationale for selecting the strategies is aligned with the problem areas to be addressed;

the plan for how the school will evaluate progress is clearly explained.

the level of detail requested is provided.

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Statutory Requirements Review and Approval Process

Additionally, for Title 1 schools the plan review will examine the extent that:

the school has consulted with parents, outside experts, and interested community members to develop its plan;

district support of the school’s plan, including potential financial resources, is clearly demonstrated; and,

requirements for Title I schools are met.

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Statutory Requirements Review and Approval Process

Plans meeting the requirements will be submitted to the State Board of Education for approval.

Schools will be required to submit a progress report on the plans at the end of Year 1. Reports will be reviewed and a report provided to the State Board.

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Overview of the School Improvement Plan

Template Design

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Template Design “A Research-based Process for Developing a Research-based Plan”

The planning process described in Appendix A utilizes research-based practices characteristic of effective schools:

Balanced Leadership Robert Marzano, 2003

After the Test: How Schools are Using Data to Close the Achievement Gap Bay Area School Reform Collaborative, 2003

The School Portfolio Toolkit Victoria Bernhardt, 2003

Scholastic Audits: Standards and Indicators for School Improvement Kentucky Department of Education, 2003

Assessment Continuum of Schoolwide Improvement Outcomes Education Development Center; 2002

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Template Design “A Research-based Process for Developing a Research-based Plan”

This systemic approach to planning: emphasizes the dynamic nature of school improvement

committees. While the participation of certain groups is required, the school works to ensure that the right people with the right expertise are at the table at the right stage of the process;

examines the effects of school improvement efforts from a data (output) perspective, rather than a singular focus on efforts (input);

involves looking at possible root causes affecting student achievement, and addressing only those that are supported with evidence, rather than relying on unfounded hunches;

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Template Design “A Research-based Process for Developing a Research-based Plan”

encourages priority setting so that goals are achievable and directly target improvements in the area(s) in which the school was designated as a school in need of Improvement;

results in a straightforward action plan written so the public can understand not only what the school proposes to do, but also why.

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Overview of the School Improvement Plan

Developing The Plan

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Developing the Plan Plan Contents

Section I Cover Page (Page 5) Section II Abstract (Page 6) Section III Demographic Info. (Page 7) Section IV Improvement Plan Monitoring

Committee (Page 8) Section V Goals, Objectives and Proposed

Activities (Pages 9 and 10)

Section VI Title I Requirements (Pages 11 through 15)

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Developing the Plan Plan Contents

Section I Cover Page (Page 5) Section II Abstract (Page 6) Section III Demographic Info. (Page 7)

Provide all information as requested

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Developing the Plan

Plan Contents Section IV: Improvement Plan Monitoring Committee

To assist in insuring that the plan is implemented successfully, the school must :

Create a monitoring committee with diverse representation;

Develop a timeline and process for the monitoring;

Periodically review the implementation of the plan; and,

Make adjustments in implementation as determined by reviews.

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Developing the Plan

Plan Contents Section V: Goals, Strategies and Proposed Activities

Section V contains the steps for developing the plan’s goals, objectives and proposed strategies.

The steps are: Completing the needs assessment activities in Appendix A:

o Taking Stocko Reviewing the Resultso Root Cause Analysis

Setting Improvement Goals

Selecting Research-Based Strategies

Completing an “Goals, Objectives and Proposed Activities” form for each area in which the school was identified for improvement.

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Developing the Plan

Plan Contents Section VI: Additional Requirements for Title 1 Schools

Section VI contains: Title 1 Budget Narrative for 200602007

Activities Title 1 Professional Development

Justification Form Title 1 Equipment Justification Form Title 1 Parent Notification Requirements Title 1 Program Assurances

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Completing Section V

Step 1 Conducting a Needs Assessment“Taking Stock of Current Practice”

A needs assessment is a logical starting point for developing a school improvement plan. The “taking stock” activity involves a review of recent and current school improvement initiatives to consider: the purpose – what is the initiative designed to do or improve? has the initiative been fully implemented? does the initiative target the area(s) in which the school did not

make AYP? what are the results to date? How do we know?

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Completing Section V

Step 1 Conducting a Needs Assessment“Taking Stock of Current Practice”

To begin the process of identifying the root cause conditions or issues impacting student achievement, use the guiding questions on Pages 16 and 17 to review school practices in nine interrelated domains below that are critical influences on teaching and learning:

1. Standards-based curriculum, instruction, and assessment2. Accountability and evaluation3. Structural reform strategies4. Leadership and governance5. Professional development6. Culture and climate7. External support and resources8. Parent and community support9. Extended learning

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Completing Section V

Step 1 Conducting a Needs Assessment“Taking Stock of Current Practice”

Within each domain, ask…

what factors or conditions are getting in the way of student achievement;

what evidence do we have; and what else do we need to know to be sure?

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Completing Section V

Step 2 “Is what we are doing working? What does the data show?”

“Is what we are doing working?” involves the school improvement committee in a close look at student data to determine the extent to which school improvement efforts are actually having on student achievement:

Questions to consider include:to what extent are students meeting the state performance targets in Reading and Math?which student groups are not meeting the targets? To what extent?how are students performing in other core academic areas?

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Completing Section V

Step 3 Setting Improvement Goals and Achievable Objectives

The needs assessment activities may have helped thecommittee identify a number of issues or conditions affecting student achievement that need to be addressed over time. In determining what to select for improvement goals for this plan:

- set priorities – you can’t work on everything at once- choose goals that are realistic and achievable in two years

- when writing the goals, be sure they describe the results, or desired changes, expected by a specific point in time. (see Page 17 for an example)

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Completing Section V

Step 4 Selecting Strategies and Activities

As the committee considers which strategies to implement in order to accomplish the goals, consider the following:

o What issues or conditions affecting student achievement will the proposed strategy address?

o How does the strategy work? How will it improve the situation we are trying to address?

o Is the research supporting the strategy’s effectiveness credible?

o In what settings and for what populations has the strategy been effective?

o Is the strategy appropriate/feasible for our situation?

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Completing Section V

Putting It All Together

How to put the plan together? Page 19 illustrates the type of information that might result from

completing Steps 1-4

Page 20 illustrates how that information is then transferred to the “Goals, Objectives, and Proposed Activities” form

Reminder: complete one form for each content area in which the school was designated for improvement

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Completing Section V

Completing an Improvement Goals and Strategies Form

(one form for each AYP content area in which the school is identified)

AYP Area of Focus

Improvement Goals

Rationale

Summary of Strategies and Resources

Detailed Description of Each Strategy Attached

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Completing Section V Section V: School Improvement Goals and Strategies

Summary

Follow these steps to complete the plan as outlined in Section V:

Complete an “Goals, Objectives, and Proposed Activities” form for each area in which the school was identified for improvement , and

Develop additional materials as needed to meet Section VI, Title 1 requirements.

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Submitting the Plan

Deadline is 4:30 p.m. January 3, 2007 Submit original and three (3) copies to:

Title 1 Schools Non-Title 1 Schools

Kristine Braman Carol Angowski

Title 1 Office Bureau of Accountability

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Resources

Planning grants For what time period Amount available For what purposes Application process and materials

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For More Information

Download the plan template at www.ed.state.nh.us

Dottie Fair, Title I Administrator(Tel) 271-3301 DFair@ed.state.nh.us

Gary Guzouskas, AdministratorSchool Improvement – Office of Accountability (Tel) 271-5873 GGuzouskas@ed.state.nh.us

Merry Fortier, Research ConsultantSchool Improvement - Office of Accountability

(Tel) 271-7382 MFortier@ed.state.nh.us