This template outlines the main sections for an integrated school improvement plan:

I.    Demographics
II.    Data Collection, Data Analysis, and Gap Analysis
III.    Integrated Action Plan
IV.   Budget Summary
V.   Reflection, Evaluation, and Refinement

A companion document, A Guide to an Integrated School Improvement Planning Framework, provides further explanation of the process and products.

That document is available on the ISBE website:

                www.isbe.state.il.us

or by request to Illinois State Board of Education, Information and Resource Center, 217/782-4321.

Region - County - District Code

04-101-1330

An Integrated School Improvement Plan

For

Prairie Hill School

2002 - 2003

I. Demographics

A detailed copy of the 2002 school report card is included in this plan. Because we are always looking for potential patterns of concern, we do make a point of referring back to previous report cards. As previously stated we have seen a 22% increase in student population since 1999 (this includes this year’s growth which is not included in the latest report card). From 1999 through 2002 we have seen our low- income population grow from 1.8% to 3.3% with a high of 4.7% in 2001. Our mobility rate in 1999 was 6% and 6.7% in 2002. The rate for 2001 was 2.6%. Our high for chronic truancy was 1.3% in 1999. We have 0% chronic truants the last two years. We have had one expulsion during the previous five years.

When determining the extent of student learning and the most effective tool(s) for assessing growth, the district has always looked to utilize as much data as possible. We do pay close attention to ISAT scores and patterns within those numbers. There is an ISAT summary within the school report card as well additional information later in this document. Our concern has always been with an over emphasis on any ONE test. In addition to the ISAT test we have been administering the Stanford test for grades 1-8 and the Metropolitan for Kindergarten. Two years ago we polled parents regarding what they felt was the best tool for them to monitor the progress of their children. They overwhelmingly said that their classroom grades, parent/teacher conferences and working with them on their homework were what they felt were most important. For the most part they felt that the formalized test scores were only a small piece of the puzzle and that they would be more concerned with poor grades than with a low score on a state test.

When discussing with teachers their concerns regarding the measurement of student growth, there is a concern about how to balance day to day classroom assessment with upcoming formalized tests. We spend a great deal of time poring over ISAT data. We spend more time discussing patterns that emerge in our classrooms on a daily/yearly basis. Two issues that we continue to target are 1) Math awareness and 2) Writing proficiency. In addition to using the data that has been generated by the ISAT scores, we have found these to be potential weaknesses through our Pyramid project (math awareness) and articulation meetings (writing proficiency).

We are in the process of re-formatting our math curriculum that we can better identify gaps and overlaps in the existing curriculum. An initial paper copy will be made available to all staff in January (2003) for change suggestions before a final copy is ready district wide. In addition, we are looking at different ways of presenting math (Accelerated Math in 4^th grade and 72 blocks of math every other day in the middle school). Both of these approaches are being piloted this year and are being monitored so that decisions can be made as to future plans.

II. Data Collection and Analysis / Gap Analysis

A) Data Collection – The school report card details the ISAT scores in a variety of sub-sections. We have included a four year history of our own in addition to the school report card. This compilation has been used to identify possible patterns and trends that need to be addressed. There is also a section that follows the test scores of students who took a series of ISAT tests in 5^th grade and again in 8^th grade. This was done so that we would be able to compare the same group of students over a period of time rather than just grade level comparisons. The nature of Data collection is to incorporate as much data as possible to enable us to make informed decisions. The fact remains however that the No Child Left Behind act places even more importance on growth in the area of ISAT scores. These patterns will continue to be monitored. Another component that is being looked at is Portfolio driven. In January of 2003 there will be a district workshop on how to collect and save student work on a CD-Rom. There continues to be a school wide emphasis on Accelerated Reader. During the 2002-2003 school year a open library system was implemented for the first time to accommodate students who need to have access to A.R. books in a timely manner.

B) Data Analysis – In the following pages there is a district summary of ISAT scores during the past four years (three years for Science and Social Studies). Over the period of time that these tests have been administered, the district has tried to isolate trends/gaps in the body of data. The district has repeatedly scored strongly in the area of Reading. During the past year we scored 98% meets/exceeds for 3^rd Reading, 93% meets/exceeds for 5^th Reading and 92% meets/exceeds for 8^th Reading. Except for 8^th grade (which scored at 93% meets/exceeds), these meets/exceeds percentages represent the high mark for each grade level. In the area of Math we have experienced similar experience as most districts. Scores in Third grade start off high for math and get lower in 5^th and lower still in 8^th. Our four year average for meets/exceeds for 3^rd grade math is 96%. For 5^th grade that average drops to 77%. In 8^th grade it drops further to 66%. Even taking into consideration that we are moving in the right direction (In 8^th the % has been 75% the last two years), we still are not where we need to be. One of issues that was discussed with Pyramid Project team this past summer was the issue of math fundamentals and a general problem with math awareness. One of the approaches we discussed was to target the fourth grade as the grade between the high scores of 3^rd and the lower scores of 5^th. We are currently piloting an accelerated math program in the fourth grade only. This program specializes in tracking the individual progress of each student in a variety of skill. This computer driven program gives students and teachers immediate feedback on quizzes and tests. It also creates work for each student that concentrates on that student’s individual weakness. This program will be evaluated at the end of the year to help determine its effectiveness. We are currently incorporating the four square writing process from grades K-8 to address concerns regarding the writing program. Our ISAT scores this past year for writing (3^rd- 81% meets/exceeds, 5^th- 81% meets/exceeds and 8^th –72% ) were not satisfactory. Every teacher will be utilizing the program by the fall of 2003. By the end of November of 2002 all language arts teachers will have attended two workshops on this program. The intent is to not only to have a formalized writing program district wide but to also have all staff and students using a common language in the realm of writing terminology.

C) Gap Analysis – As already referenced above, two of our focal points are in the areas of math and writing. While it is the case that ISAT scores point us in this direction, it is also the case that from a teacher’s prospective, the art of writing and the ability to exhibit a true number sense has been an issue for long time. The issue of math awareness is referenced during the fall of each year when grade level teachers express concern for the amount of time they spend returning to material that they feel should have been covered in the previous school year. Teachers in the middle school have spent time in articulation meetings addressing the issue of simple math facts that continue to plague many of their students. While we have an advanced math class in the middle school for those students who do exhibit a strong number sense, we are still working to address the needs of those who don’t. The reality is that over 90% of our advanced math students meet/exceed on their 8^th grade ISAT. By piloting block scheduling in the middle school math department this year it is our hope that we will see an improvement in this area. Our math teachers are able to incorporate more activities into their lessons and utilize the time for more class discussion with the 72 minutes that they now have with each class. This will also be reviewed at the end of the school to determine whether or not this format it appropriate for middle school math students. The writing concerns have been driven by the fact that our students continually score high in the area of Reading across all grade levels. The one missing component has been a strong, consistent writing program that is started in kindergarten and retains a common thread through the middle school. It is our intent to make the four square writing program just such a plan. It will be formalized in the fall of 2003 and evaluated at the conclusion of the school year.

III. Integrated Action Plan

*See attachment

IV. Budget Summary

* See attachment

V. Reflection, Evaluation, Refinement

As has been previously stated, much of this plan reflects a focus on ISAT data. Because of the expectations regarding No Child Left Behind act, it is imperative that school districts prepare their students for these tests. It has never been our intention to strictly develop our plan around the ISAT test however. During countless articulation meetings and grade level in-services, staff members are continually striving to find ways of making the material meaningful. One of the attributes of a School Improvement Plan is that you must set goals that you can measure. It is hard to measure whether something is meaningful or not.

Earlier in this document it was stated that parental concerns regarding academic assessment relied very little on ISAT data. At times it feels like a divide exists where school districts are anxious for their ISAT results and parents are anxious for report cards and parent/teacher conferences. We have tried on a number of occasions to make this data available and accessible for parents and community members. When families visit who are considering moving into the district, their interest in ISAT data is strong. On a day to day basis their focus tends to be more towards classroom work. Having a workshop in January that would focus on Portfolio development should help us move in the right direction. Having a collective assessment tool that includes ISAT data AND student work over a period of time will enable us to make curricular decisions for the future. In addition, we are currently looking at the appropriate usage of data from Stanford tests. We will be looking at the possibility of not administering the Stanford test to first and/or second graders this year. We are not confident that this nationally normed test for such young children is giving us data that we can confidently use.

The goals set forth in this plan will try and serve the interests of those who need access to standardized testing data as well as day to day classroom assessment in the form of student work. Utilization of the four-square writing approach has already excited staff members who have slowly introduced this into their rooms. This in turn will enable the students to approach the art of writing with more confidence (our hope) and more expertise with tools to fashion strong essays.

We are attempting to find the medium where we can have a student portfolio that would have formalized testing results and student work that has been evaluated by both staff and students. We would then in a better position to discuss and track student progress with the staff and parents. This would also enable us to have data to share with the community that would go much deeper that testing data. Having the completed curriculum guide with an emphasis on connecting the material will help us fill potential gaps and look out for overlaps.

Other Information

Developers of the Plan

Michelle Fitzgerald, Jackie Davenport, Keli Freedlund, Katherine Lewis, Bob Dixon, Kim Schultz, Debbie Norris, Brian Hanson, and Michael Michowski

Informing the Public

After adoption the Plan will be put on the district web site.

II. DATA COLLECTION AND ANALYSIS AND GAP ANALYSIS WORKSHEET

Duplicate additional pages as needed.

School Name:

Date:

School Improvement Team Members and Others Who Participated in the Data and Gap Analysis and Priority Setting	Check all the areas to which these data and gap analyses apply.
	¨ Student Academic Achievement	¨ Student Non-Academic Achievement
	¨ Teaching/Learning Strategies	¨ Professional Development
	¨ Resource/Technology Deployment	¨ Partnerships
	¨ Family/Community Involvement	¨ Other

II-A-1: Data Collection *What data do we have to inform us?*	II-A-2: Source of Data *Where did we find these data?*	II-B: Findings/Analysis *What are these data telling us?*	II-C: Gap Analysis *What are the areas for improvement?*

II. DATA COLLECTION AND ANALYSIS AND GAP ANALYSIS WORKSHEET - page 2

II-D. Priorities Based on Gap Analysis: Given the results of the Data and Gap Analyses from Columns II-A, II-B, II-C on the prior page, please indicate in column II-D-1 the school’s priority areas (i.e., goals) to be included in the integrated school improvement plan and aligned with the vision, In Column II-D-2, indicate the resources needed to support achievement of the goals. In the II-D-3 column, consider the priority needs and the resources to support the goals and rank-order each goal (i.e., 1, 2, 3 and so on, with “1” the Most Important, Next Most Important.) These prioritized areas are then written as measurable goals for the Integrated Action Plan.

II-D-1 Priority Area/Goal	II-D-2 Resources to Support Goal Achievement	II-D-3 Rank Order

School : Prairie Hill School School Year : 2002 - 2003

INTEGRATED ACTION PLAN – SCHOOL IMPROVEMENT GOAL (A measurable goal based on gap analysis) Goal # 1: To see all grade levels achieve 90% meets/exceeds in the area of writing				RATIONALE FOR THE GOAL (e.g., supporting data, reasons that the goal is a priority) Four year pattern evaluation of ISAT scores for all grades
STANDARD(S) SUPPORTED BY THIS GOAL 3.C.3A-Compose narrative, informative & persuasive writings for a specified audience				EVALUATION (How will the goal be measured?) Include assessment instrument, assessment expectations, success indicators. 2002-2003 ISAT results and teacher observation
POSSIBLE FUNDING SOURCES (Use codes): Title I (T1); Title II (T2); Title IV (T4); Title VI (T6); Gifted (G); Technology (Tech); Education to Careers (ETC); Quality Assurance (QA); Vocational Education(VocEd); General Revenue Funds (GR); System of Support (SS); Competitive Grants (Grnt); Other

SPECIFIC, MEASURABLE STEPS TO BE TAKEN (ACTIVITY/STRATEGY)	TIMELINE	PERSONS RESPONSIBLE	DETAILED EXPLANATION OF EXPENDITURES		COST ANALYSIS
Activity 1 – Piloting and expanding of Four Square Writing Program throughout the building. Measure for the Activity – ISAT Scores and student work Population Served - All students	Spring-2002 through Fall 2003	Principal and language arts staff	Workshops, in-service speakers and materials		SALARIES/STIPENDS $ 200.00 CONTRACTUAL SERVICES $ MATERIALS/SUPPLIES $ 644.00 TRAVEL $ OTHER (specify) TOTAL for the Activity $
Activity 2 - Continuing to expand the accelerated reader program Measure for the Activity – Monitoring growth of reading levels throughout the building Population Served – All Students	2002-2003	Principal and all staff	Book purchases and software purchases / tests		SALARIES/STIPENDS $ CONTRACTUAL SERVICES $ MATERIALS/SUPPLIES $ 12,000.00 TRAVEL $ OTHER (specify) TOTAL for the Activity $
Activity 3 More hands on usage of Writing rubric throughout the grades Measure for the Activity – ISAT scores Population Served – All students, regardless of when they take the ISAT writing test.					SALARIES/STIPENDS $ CONTRACTUAL SERVICES $ MATERIALS/SUPPLIES $ TRAVEL $ OTHER (specify) TOTAL for the Activity $

School: Prairie Hill School Year: 2002 - 2003

INTEGRATED ACTION PLAN

SCHOOL IMPROVEMENT GOAL (A measurable goal based on gap analysis) Goal # 2: 10% increase of students who meet/exceed on Math ISAT testing				RATIONALE FOR THE GOAL (e.g., supporting data, reasons that the goal is a priority) Four year pattern evaluation of Math scores for ISAT testing
STANDARD(S) SUPPORTED BY THIS GOAL State goal #9 – demonstrate and apply geometric concepts involving points, lines, planes, & space				EVALUATION (How will the goal be measured?) Include assessment instrument, assessment expectations, success indicators. 2002-2003 ISAT scores

SPECIFIC, MEASURABLE STEPS TO BE TAKEN (ACTIVITY/STRATEGY)	TIMELINE	PERSONS RESPONSIBLE	BUDGET FOR THE ACTIVITY EXPLANATION OF EXPENSES AMOUNT FUND (code)
Activity 1 Use of block scheduling in middle school math classes Measure for this Activity Increased ISAT scores and student work Population Served Middle school students	2002-2003	Middle school math teachers	SALARIES/STIPENDS (3) (Obj. 100’s) EMPLOYEE BENEFITS (4) (Obj. 200’s) PURCHASED SERVICES (5) Teaching in the block workshop $500.00 Staff Dev. (Obj. 300’s) SUPPLIES/MATERIALS (6) (Obj. 400’s) CAPITAL OUTLAY (7) (Obj. 500’s) OTHER (specify) (8) (Obj. 600’s) TOTAL for the Activity
Activity 2 Use of Accelerated Math program Measure for this Activity Student work and increased ISAT scores when students are in 5^th grade Population Served All fourth grade students			SALARIES/STIPENDS (3) (Obj. 100’s) EMPLOYEE BENEFITS (4) (Obj. 200’s) PURCHASED SERVICES (5) (Obj. 300’s) SUPPLIES/MATERIALS (6) Purchase of software / tests $4,158.68 10-1110-410-10 (Obj. 400’s) CAPITAL OUTLAY (7) (Obj. 500’s) OTHER (specify) (8) (Obj. 600’s) TOTAL for the Activity

POSSIBLE FUNDING SOURCES (Use codes): Title I (T1); Title II (T2); Title IV (T4); Title VI (T6); Gifted (G); Technology (Tech); Education to Careers (ETC); Quality Assurance (QA); Vocational Education(VocEd); General Revenue Funds (GR); System of Support (SS); Competitive Grants (Grnt); Other

Steps for Completing the Action Plan Template

uWrite in a school improvement goal identified from the gap analysis and discussion of priorities. The goal should be stated in measurable terms.

Hint: The plan should contain only 4-6 priority goals to increase chances for successful implementation.