This document from the Illinois State Board of Education provides guidance on developing and implementing a schoolwide program. It explains that a schoolwide program aims to improve academic achievement for all students, particularly the lowest-achieving students, by upgrading the entire educational program of a school. Developing a comprehensive schoolwide plan requires conducting a needs assessment, establishing goals and strategies to address priority needs, and evaluating and revising the plan annually. The plan must describe how the school will coordinate and integrate federal, state, and local resources to improve instruction for all students.
This presentation is made for the the School to School Partnership of Puray Elementary School (Leader School) and Malasya-Uyungan Elementary School (Partner School)
Middle and High School - End of Year - School Improvement Plan UpdatesFranklin Matters
The End of Year School Improvement Plan update for the past school year (2016-2017). This is scheduled for discussion and review with the Franklin, MA School Committee at their meeting on August 8, 2017.
This is the Instructional Supervisory Report for the month of February 2022 of Maitim Elementary School, Municipality of Amadeo, Schools Division Office of Cavite Province. This ISR may be used as reference and may vary from one schools division office to another.
This presentation is made for the the School to School Partnership of Puray Elementary School (Leader School) and Malasya-Uyungan Elementary School (Partner School)
Middle and High School - End of Year - School Improvement Plan UpdatesFranklin Matters
The End of Year School Improvement Plan update for the past school year (2016-2017). This is scheduled for discussion and review with the Franklin, MA School Committee at their meeting on August 8, 2017.
This is the Instructional Supervisory Report for the month of February 2022 of Maitim Elementary School, Municipality of Amadeo, Schools Division Office of Cavite Province. This ISR may be used as reference and may vary from one schools division office to another.
Excellent Teachers For High-performance Schoolsnoblex1
Teacher quality has been one of the most hotly debated education policy issues over the past ten years. Central to the discussions are strategies to align teacher education and professional development programs at colleges and universities with the reform of K-12 education.
In many states, public officials have joined K-12 and postsecondary education leaders to restructure teacher preparation and professional development programs under the auspices of statewide K-16 initiatives. And yet, according to a national commission on teaching, America is still a very long way from realizing that future.
Colleges and universities often have been criticized for contributing to the deficiencies of K-12 schools. Year in and year out, schools of education produce graduates who staff the great majority of our nation's classrooms, with usually significant prowess. At the same time, schools of education are assigned much of the blame for all that is imperfect or lacking in K-12. Common sense suggests that there is plenty of blame to go around and that schools of education can only do what their profession and their universities permit them to do. That said, much stands in the way of their becoming what they must be to produce uniformly excellent teachers for reformed high-performance schools.
It is disappointing that higher education in general has had so little involvement in the contemporary school reform initiatives, thus, begging the question of the relationship of higher education to the K-12 enterprise and the consequences thereof for teacher education.
Work in the states is being supported by a number of national initiatives aimed at reforming the teaching profession, from recruitment to initial preparation, to the transition of the beginning years of teaching, and throughout continuing professional development. These national blueprints for achieving quality in teacher education serve to involve interested states as partners in the design and implementation of effective strategies and programs.
This policy brief will examine state-level strategies aimed at incorporating quality teacher education and professional development programs as part of new state K-16 or P-16 systems. It includes analyses of critical components that contribute to the success of the initiatives. The brief concludes with suggestions of what more could be done to strengthen the preparation and development of quality teachers within states' P-16 paradigms.
The new initiative has identified five goals:
1. To improve student achievement from preschool through postsecondary educa-tion;
2. To help students move smoothly from one education system to another;
3. To ensure that all students who enter postsecondary education are prepared to succeed;
4. To increase access and success of all students in postsecondary education, especially from minority and low income groups;
Source: https://ebookscheaper.com/2022/05/25/excellent-teachers-for-high-performance-schools/
Minneapolis Public Schools, Title I and No Child Left Behindmlcvista
Presentation by Jessica Espinosa and Nicole Norton, Minneapolis Public Schools office of Funded Programs and School Improvement, for Minnesota Literacy Council/Minneapolis Public Schools AmeriCorps VISTA members on 9/21/2012
1. Title Grants Division
Illinois State Board of Education
Marie Nolen, M.Ed
and
Nancy Paprocki, M.Ed
Principal Consultants
Title Grants Administration
1
2. Title Grants Division
Illinois State Board of Education
Purpose of a Schoolwide Program
Sec. 200.25 Schoolwide programs in
general.
(1) The purpose of a schoolwide
program is to improve academic
achievement throughout a school so
that all students, particularly the lowest-
achieving students, demonstrate
proficiency related to the State's
academic standards under Sec. 200.1.
(2) The improved achievement is a
result from improving the entire
educational program of the school.
2
3. Title Grants Division
Illinois State Board of Education
Why do I Need a Schoolwide Plan?
• It addresses all
of the
components
defined in the
ESEA.
All Components
Addressed
• It is designed to
upgrade the
entire
educational
program in a
Title I Part A
school.
All Students Succeed.
• Schoolwide
programs are
authorized
under ESEA as
an alternative
means to better
serve all
children in a
school.
All Students Served
3
4. Title Grants Division
Illinois State Board of Education
Schoolwide Program Benefits
Title I funds can be used to
meet the needs of all
students in the school,
therefore, all students
participate.
No distinctions are made
between staff paid with
Title I funds and staff who
are not.
All staff are expected to direct
efforts toward upgrading the
entire educational program
and improving the
achievement of all students,
but particularly those who are
low achieving.
NCLB allows schools that
have received approval to be
SW to consolidate or blend
funds from other sources
(optional).
4
5. Title Grants Division
Illinois State Board of Education
Advantages of Operating a Schoolwide
Program
•
Improvement
Plans for
comprehensive long
term improvement.
The school and LEA
engage in
continuous
evaluation of the
plan and self-
assessment.
Achievement
Closes the
achievement gap for
all students.
Provides continuous
learning for all
students.
Organization
Seeks to strengthen
the school’s internal
structures.
Consolidates
resources to help
achieve goals
(optional).
5
6. Title Grants Division
Illinois State Board of Education
Eligibility for Operating a Schoolwide
Program
SEAs may request a waiver for certain schools to operate a Schoolwide
Program without meeting the 40% threshold under these 2 conditions.
SCHOOLWIDE
Not less that 40% of the
children enrolled in the
school are from low-
income families.
School Improvement Grants (SIG)
program in a Tier I or II school that
receives SIG funds to implement
one of the SIG intervention models
ESEA flexibility in a
priority or focus school
that implements
interventions designed
to enhance the entire
educational program.
6
7. Title Grants Division
Illinois State Board of Education
First Steps to Becoming Schoolwide
Any eligible school that
desires to operate a
schoolwide program shall,
with the assistance of the
LEA, first develop or
amend a comprehensive
plan for reforming the
total instructional program
in the school.
NCLB section 1114(b)
(2)(A) (i-iv)
7
8. Title Grants Division
Illinois State Board of Education
Systemic
Continuous
Improvement
Process
Conduct a
comprehensive
needs assessment
Create a
comprehensive
plan
Annually evaluate
the effectiveness of
the schoolwide
program and revise
as necessary
Core Elements of Schoolwide Planning
8
9. Title Grants Division
Illinois State Board of Education
Comprehensive Plan: Purpose
The plan describes how the school will improve academic
achievement throughout the school, so that all students
can demonstrate proficiency on the State’s academic
standards.
Review and
analyze all facets
of the school’s
operation.
Understand the subjects and
skills for which teaching and
learning need to be improved.
Identify the specific academic
needs of students and groups
of students who are not
achieving the State’s academic
standards .
Identify
deficiencies and
determine root
causes.
Identify
strengths.
Formulate
recommenda-
tions.
9
10. Title Grants Division
Illinois State Board of Education
Comprehensive Plan: Process
Establish a Schoolwide
Planning Team.
Regular teachers, special ed
teachers, arts teachers, parapros,
parents, community members, and
business partners
Clarify the Vision for Reform.
Why do we exist? What are
our expectations?
Complete the School Profile.
Identify Data Sources.
achievement data, external
trends, data about culture
and conditions.
Analyze Data.
What to improve? How to
improve it?
Write the Plan.
Create several SMART goals.
10
11. Title Grants Division
Illinois State Board of Education
How Much Time does Schoolwide
Planning Take?
It is suggested that the plan be developed over a one-year period, unless
the LEA determines that less time is needed to develop and implement the
plan, or that it would be prudent financially or programmatically to complete
the tasks sooner, because:
It reflects the vision and mission of the school as a learning community.
It brings focus to the priorities established by the school’s planning team.
It determines the goals and objectives for effecting desired changes using
information from student assessments, surveys, profiles and interviews.
11
12. Title Grants Division
Illinois State Board of Education
Considerations when Creating a
Schoolwide Plan
Does the
school
already
have a
plan?
How will
the budget
support the
plan?
Who will
monitor
implement-
ation of the
plan?
How will
this plan
accommo-
date
changes
over time?
12
13. Title Grants Division
Illinois State Board of Education
Comprehensive Plan Components
Includes a list of State Educational Agency and local
educational agency programs and other federal
programs that will be consolidated.
Describes how the school will provide individual
student academic assessment results in a language
the parents can understand, including an
interpretation of those results, to the parents of a
child who participates in the state required academic
assessments.
Describes how the school will use resources under
Title I Part A and from other sources to implement
the 10 listed components.
13
14. Title Grants Division
Illinois State Board of Education
• Data derived from the Needs Assessment provides
the foundation for the goals of the comprehensive
schoolwide plan.
• In most schools, the needs assessment will result in
the identification of a large number of issues that
could be addressed to improve achievement.
• No school should attempt to address every identified
need in a single year.
• Planning experts suggest that schools prioritize their
major issues and address no more than three of the
most important in the first year.
14
15. Title Grants Division
Illinois State Board of Education
• Instructional strategies and initiatives in the
comprehensive plan must be based on scientifically-
based research, strengthen the core academic program,
increase the quality and quantity of learning time, and
address the learning needs of all students in the school.
• When school staff use schoolwide reform strategies
drawn from the research on effective classroom practice,
they foster a systemic approach that ensures the
learning needs of all students are met.
– Strengthens the core program.
– Increases the quantity and quality of learning time.
– Provides an enriched and accelerated curriculum.
– Includes strategies for meeting the needs of underserved
populations.
15
16. Title Grants Division
Illinois State Board of Education
• High poverty, low performing schools are sometimes
staffed with disproportionately high numbers of
teachers who are not highly qualified.
• To address this, the ESEA requires that all teachers of
core academic subjects and instructional
paraprofessionals in a schoolwide program meet the
qualifications required by section 1119.
• Student achievement increases in schools where
teaching and learning have the highest priority, and
students achieve at higher levels when taught by
teachers who know and are skilled in their subject
matter.
16
17. Title Grants Division
Illinois State Board of Education
• Teachers and staff in schoolwide program schools
must be familiar with the goals and objectives of
the schoolwide plan and receive the sustained
high quality professional development required to
implement the activities planned for each goal.
• Professional development for teachers, principals
and paraprofessionals.
• The statute requires also that, if appropriate,
professional development extend to pupil services
personnel, parents and other staff.
17
18. Title Grants Division
Illinois State Board of Education
• Recruiting and retaining highly qualified teachers
is an ongoing challenge in high poverty schools.
• Low performing students in these schools have
a special need for excellent teachers.
• The schoolwide plan must describe the
strategies it will use to attract and retain highly
qualified teachers.
18
19. Title Grants Division
Illinois State Board of Education
• Research shows that successful schools
have significant and sustained levels of
parent involvement.
• Schoolwide plans must contain strategies to
involve parents, especially in helping their
children do well in school.
• Parents must be involved in the planning,
implementation and evaluation of the
schoolwide program.
• Family literacy services.
19
20. Title Grants Division
Illinois State Board of Education
• The plan can include Head Start, Even Start,
Early Reading First or State-run preschool
programs which provide a foundation for later
academic success.
• Effective schoolwide programs capitalize on
this strong start.
• Emphasizes the value of creating a coherent
and seamless educational program for at-risk
students.
20
21. Title Grants Division
Illinois State Board of Education
• Teachers will provide information on, and improve the
achievement of, individual students and the overall
instructional program.
• Teachers need current and ongoing assessment data that
describe student achievement, which can include less
formal assessments, such as observation, performance
assessments, and end-of-course tests.
• Teachers should be provided professional development
that increases their understanding of the appropriate uses
of multiple assessment measures and how to use
assessment results to improve instruction.
21
22. Title Grants Division
Illinois State Board of Education
• These shall include measures to ensure that
students’ difficulties are identified on a timely
basis and to provide sufficient information on
which to base effective assistance.
• Assistance should be made available to all
students in the school who need it and should
be tailored to their needs.
22
23. Title Grants Division
Illinois State Board of Education
• Schoolwide programs are expected to use the
flexibility available to them to integrate services and
programs with the aim of upgrading the entire
educational program and helping all students reach
proficient and advanced levels of achievement.
• Schoolwide program schools may combine most
Federal State and local funds to provide those
services (optional).
• Exercising this option maximizes the impact of the
resources available to carry out the schoolwide
program.
23
24. Title Grants Division
Illinois State Board of Education
How Do I Format My Plan?
Schoolwide Plan
Goals should be written
in the SMART goal format
(Specific, Measurable,
Attainable, Relevant, and
Time-bound).
The plan should ideally be
a series of goals that
address all of the
components of the plan.
Student achievement
goals and goals that
address how the school
will operate should be
included.
24
25. Title Grants Division
Illinois State Board of Education
Schoolwide Plan Formats
Each school has the
option to use different
formats in developing
schoolwide plans,
provided:
• The plan was developed
based on a needs
assessment.
• The plan contains the
required 10 statutory
elements.
• The plan is evaluated
annually.
Examples of acceptable
formats:
• Rising Star (13 Schoolwide
Indicators)
• Center for School
Improvement (CSI)
(Supplemental Schoolwide
Indicators being developed)
• Advanced Ed (Supplemental
Schoolwide Diagnostic)
• The district can create their
own format (must address the
10 required components of a
Schoolwide Plan).
25
26. Title Grants Division
Illinois State Board of Education
Required Annual Review
A school operating a schoolwide program must—
1
Annually evaluate
the implement-
ation of, and
results achieved
by, the schoolwide
program, using
data from the
State's annual
assessments and
other indicators of
academic
achievement.
2
Determine whether
the schoolwide
program has been
effective in increasing
the achievement of
students in meeting
the State's academic
standards,
particularly for those
students who had
been furthest from
achieving the
standards.
3
Revise the plan, as
necessary, based
on the results of
the evaluation, to
ensure continuous
improvement of
students in the
schoolwide
program.
26
27. Title Grants Division
Illinois State Board of Education
Who Should Conduct the Evaluation?
Consider availability of staff and resources when making
this decision, and the experience of the school with
implementing schoolwide programs.
Should this be done
internally? (by school staff)
Or externally? (district staff, ROE,
Institution of higher education or
technical assistance provider)
27
28. Title Grants Division
Illinois State Board of Education
The Evaluation/Review Process
Identify
purpose
and
intended
audience
Identify
issues
and
develop
review
questions
Identify
data
collection
tools
Collect
data
Analyze
and
interpret
results
Report
28
29. Title Grants Division
Illinois State Board of Education
2 Types of Questions to Ask during
the Evaluation Process
• Is the program, strategy or
action being implemented
as intended?
– Why or why not?
• Did the achievement of
students increase to the
desired level?
– Why or why not?
29
30. Title Grants Division
Illinois State Board of Education
Additional Purposes of the Annual
Evaluation
Assist school leaders in
making informed
decisions.
Answer stakeholder
questions.
Increase understanding
of specific strategies.
Promote interest and
support of a program or
activity.
A school that monitors
and adjusts its program
based on feedback will
become increasingly
effective.
30
32. Title Grants Division
Illinois State Board of Education
Helpful Resources
• No Child Left Behind Legislation – Section 1114 – Schoolwide
Programs
• Title I fiscal Issues – U.S. Department of Education – Non-
Regulatory Guidance (February 2008)
• U.S. Department of Education – Non-Regulatory Guidance –
“Designing Schoolwide Programs” (March 2006)
• Illinois State Board of Education – Title I Part A, Schoolwide
programs
• Continuity for Young Children: Positive Transitions to
Elementary School
32
Editor's Notes
Our hope is that you leave this workshop having learned 3 things:
-Schoolwide programming is for ALL kids,
-Ease of administration. Your administrative life will be easier, and
-You know how to do a Schoolwide plan.
Schoolwide programming allows for WHOLE school reform – upgrading the entire educational program of the school for ALL students, especially the lowest achieving ones, and seeks to close the achievement gap for ALL students.
BECAUSE it allows a school to:
-reform its entire instructional program,
-plan and work toward long term improvement,
-serve ALL students.
We’ve stressed in several previous slides that Schoolwide programming allows a district/school to upgrade its’ entire educational program to serve ALL students, however, additional benefits include:
-Less stigma (‘singling out’ students in a TA program). The district/school no longer has to identify individual students as eligible to participate,
-All teachers work together. Districts/schools no longer have to distinguish between staff who are paid with Title I funds vs. those who are not, and
-More fiscal flexibility. A District has the option of consolidating Title I funds with funds from other sources in order to achieve it’s goals.
Additional benefits include:
-Comprehensive, long-term improvement
-Continuous self-assessment for the purpose of improvement
-working to close the achievement gap for ALL students in a school
-Continuous learning and improvement for ALL students.
-Upgrades a school’s entire educational program and strengthens its internal structures
-Schools have the option to combine resources in order to achieve its goals (in notes of previous slide).
Eligibility criteria:
Poverty level of 40% or more.
Two exceptions:
-A school receives SIG funds, or
-A school is a FOCUS or PRIORITY school.
FOCUSED ON STUDENT LEARNING, the school and district work together to clarify the core beliefs, vision, and mission by answering the following questions:
Why do we exist?
What must we become to fulfill our purpose?
What are our expectations for staff and students?
How do we demonstrate a collaborative learning environment focused on learning?
How do we demonstrate that we are committed to continuous improvement?
Revisit the current vision and mission statements.
There are 3 core elements involved in Schoolwide Planning.
We will discuss each of these core elements in greater detail throughout the presentation.
First we have the Schoolwide comprehensive Plan.
The purpose for creating a comprehensive plan is to describe how the school will improve student academic achievement throughout the school, but particularly for those students farthest from demonstrating proficiency, so all students demonstrate, at least, proficiency on the State’s academic standards tests.
The school must:
Understand the subjects and skills (for students and teachers) that need to be improved
Identify deficiencies and determine root causes
Determining root causes is the key to developing sustainable improvement
Identify driving and restraining causes of the situation
Identify strengths
What are we doing right? What should we continue to do?
Review and analyze all facets of the school’s operation
External trend data
Student achievement data for summative and formative assessments
Student outcome data (e.g. attendance, discipline, dropout rate)
Culture conditions and practices
Evaluate the effectiveness of improvement strategies implemented in prior years
Identify the specific academic needs of students who are not achieving the State’s academic standards
Which particular areas is our school deficient in? How can we fix that? What is the reason?
Formulate recommendations:
Determine initiatives to continue, expand or discard based on the effectiveness
Prioritize the recommendations and set priorities for improving (focus on what you can actually change)
Prepare a listing of possible solutions for the root causes and rate the potential impact
Determine professional development needs for all staff members; teachers, administrators, parapros and support staff
First, the School needs to establish The Schoolwide Planning team. This team should include:
Key stakeholders
Individuals whose support is critical to the success of the improvement project
Individuals with knowledge of the organization
Individuals with knowledge of the improvement process
The team should develop a code of cooperation or group norms to guide behavior in working collaboratively.
How are members selected?
What is term of membership?
What are roles and responsibilities of members?
How will consensus be defined?
How will members communicate with the stakeholder groups they represent?
How much autonomy will the team have for decision making?
Next it is important for the team to clarify the mission and vision for reform.
Why do we exist?
What are we trying to accomplish?
What are our expectations?
Complete the school profile
This includes general information regarding the school and district.
Data is identified, gathered, then analyzed. Achievement data sources are obvious, but what data could be used to analyze external trends, culture and conditions?
-age distributions of county population
-socio-economic status
-family structures
-drug abuse
-crime rate
-technology trends
-attendance
-discipline
-dropout rate
-graduation rates
WRITE the Plan
The suggested time-frame for Planning is over a one year period, UNLESS, the LEA determines that less time is needed.
Taking more time allows for a more careful analysis of the current conditions, strengths and weakness and the ability to gather the most current data.
Plan components include:
-a list of all local, state, and federal programs that will be consolidated (optional)
-a description of how the school will communicate assessment results to parents in a language that is understandable
-a description of how the school will use Title I funds (and other sources) to implement the 10 required components of a schoolwide plan
The 10 components will discussed individually in the following slides…………….
The needs assessment should identify gaps between the current status of the school and the vision of where it wants to be relative to focus areas.
(touch on bullet points in slide)
Schoolwide reform strategies – includes goals/objectives/action steps
Strategies and interventions must be chosen based on research on effectiveness. The selected initiatives and interventions must be appropriate for the students in your building. Don’t choose interventions that are appropriate for gifted students to use with underperforming students. Choose interventions carefully and with intention. Don’t just select the newest and best marketed intervention out there. Be certain that it has shown effectiveness with your population of students.
For example: Accelerated Reader: The results presented strongly suggest that of the four aspects of AR, access to books, time devoted to reading, tests, and rewards, only the first two are supported by research. There is considerable evidence that providing access to books results in more reading and better reading and considerable evidence that providing time to read results in better reading. There is suggestive evidence that incentives do not promote additional reading in the long term. The AR research literature does nothing to change these conclusions. (research reported by Steven Krashen, )
Student outcome data becomes the basis of the broad goals. What do we want to see happen with our students? Be realistic. Use the SMART goal format.
Data on school/system conditions become the basis for determining strategies and improvement action steps.
The ESEA requires all teachers of core academic subjects and instructional paraprofessionals to be highly qualified.
If a district is lacking in HQT, they must self report this data and use funds from title II to recruit highly qualified teachers.
What PD is required to help school staff meet the needs of its students and achieve the goals outlined in the plan and the needs assessments.
The key here is “ongoing” professional development. Many of us have attended PD that was a one-time quick lesson and then never addressed or worked on again.
The best PD programs are pre-planned and systemic, with implementation and support of the ideas and strategies throughout the school year and beyond. Let’s make sure that the PD is being transferred to the classroom and that teachers are held accountable for the learning and implementation.
This component speaks for itself. High quality teachers improve learning.
Did you know? Local Education Agencies (LEA’s) may utilize Title II-A funds to offer stipends for the purpose of promoting retention of highly qualified, effective teachers who are assigned to teach core academic subjects where there exists a documented shortage or to promote equitable distribution of effective teachers. Teachers identified for a retention stipend should have a record of success in helping low-achieving students improve their academic achievement, particularly students from economically disadvantaged families, students from racial/ethnic minority groups and students with disabilities.
Parent University: series of workshops aimed at providing parents with information and guidance on topics ranging from common core to transitions to kindergarten
Donuts with Dads, Mornings with Moms: captive audience to give parents reading tips or other information
Free college tour groups
Parent advisory committee aids administrative decisions
Reading nights
Family engagement executive committee (bringing together departments that interact with parents: Title I, Special Ed, Gifted student services) to be sure that parents are engaged in those efforts.
Excerpted from Education Week – Leaders to Learn From March 5, 2014
According to the Continuity for Young Children, Positive Transitions to Elementary School, from the California Department of Education ….. There are 4 key elements to successful transitions.
1. Provide appropriate practice
Effective Communication
Preparation of Children for transition
Involvement of Parents
It is important to realize that there is no single way to implement transition activities that are appropriate for all schools and agencies. Some aspects of the four elements may be started with ease but others activities may need careful planning and collaboration among multiple agencies.
It is important that administrators collaborate with teachers, because the relationships among the adults in schools have more impact on the quality and the character of schools than any other factor. Through collaboration and shared responsibility of decision-making, cooperation and trust can be built, and everyone involved can become more empowered in meaningful ways.
Interventions, counseling, tutoring, curriculum revision, smaller class sizes, effective grouping, change in school schedule from regular to block classes, schoolwide intervention time.
This component addressed the flexibility option for schools. More information on flexibility can be found on the ISBE website, or by attending the Schoolwide Flexibility session Wednesday, either at 10:15 or 11:15 with our colleagues Mitch and Cheryl
Schoolwide reform strategies include goals/objectives/action steps.
Goals tell us what to improve (what the school plans to improve/achieve) and objectives are a subset of goals.
-Should be written in the SMART goal format.
-Should include student achievement goals.
-Should include goals for how the school will operate.
The following slide gives several Plan formats for which a school may use to create its Schoolwide Plan.
Previously, ISBE required new Schoolwide plans to be created in Rising Star which is housed on the Illinois Interactive Report Card website. However, based on feedback from districts, schools are now able to use the format of their choice, provided:
-The plan was developed based on a needs assessment.
-The plan contains the required 10 statutory elements.
-The plan is evaluated annually.
This slide provides several examples of formats a school can use for its Plan.
So great!!!!!
You’ve created your plan, you have your plan approved by the local school board, and you’ve started implementing your plan. You’ve been working hard all year. Now… Lets fast forward.
One of the most often overlooked pieces of the schoolwide plan is the annual review.
Main Purpose of the annual review:
The annual evaluation must determine whether the schoolwide program was implemented effectively, whether it was effective in increasing the achievement of students in meeting the State’s academic standards, and what changes should be made to the plan in order to continue improvement. If you don’t review and revise your plan, and it hasn’t been working, your just beating yourself in the head.
The school should dig deep when analyzing effectiveness of the schoolwide plan. Remember, the purpose of the program is to increase student achievement. Continuous improvement is essential.
The results of your annual evaluation of the schoolwide plan can be helpful in answering questions and supporting effective decision making. The work you do in creating, implementing and evaluating your scholwide plan can have a wide impact on many decision in your school and even in the district. This is time consuming tedious work, but the benefits are wide ranging and ultimately help all students in your school achieve.
